TOPIC 5

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 Identify the different stages of
teacher development
 Trace the time line of a teacher
 Describe some of the challenges at
different stages of development.
 Identify the types of professional
development available for continuing
lifelong learning

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 “Life’s greatest gift is the opportunity to
throw oneself into a job that puts meaning
and hope into the lives of other people.
Seizing this opportunity is the surest way to
put meaning and hope into one’s own life.”
Martin Huberman

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 As beginning teachers, what do you
think are the common challenges that
you will be facing?

What are the most commonly reported

challenges of beginning teachers as
reported by beginning teachers?

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9. Relations with colleagues
8. Students’ personal problems
7. Insufficient materials and supplies
6. Evaluating student work
5. Planning class work
4. Parent relations
3. Dealing with individual differences
2. Motivating students
1. Classroom discipline

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The beginning of a teaching career for some
may be charged with excitement, challenge,
and exhilarating success. For others, the
first year of teaching may seem to be
confusing, uncontrollable, filled with
unsolvable problems, and threatened by
personal defeat and failure. For many,
beginning to teach is a unique and more
balanced mixture of success, problems,
surprises, and satisfactions.
(Johnston & Ryan,
1983)
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 What is your anticipation of your first
year teaching ?
 What do think your feeling would be?
 What would your attitude towards
teaching be?
 Reflection :My Journey as a
New
Teacher……..

 Roller Coaster Ride!

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 The composite representation of the
feelings, preoccupation, thought, and
consideration given to a particular issue
or task is called concern .”
(Hall & Hord, p.
61)

 What is your primary concern as a

teacher?

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 Developmental Levels of Concern
Theory Fuller 1969

Impact Stage Impact Stage

Stage
Rejuvenation &
Three Reflection Phases
Task Stage Task Stage
Stage Two Disillusionment Phase
Self
Survival Stage
Survival Stage
Matches Anticipation
Stage One & Survival Phase

teachers in this stage are

primarily focused on . . . 9
 How am I
doing?
 Will I makeapprove
Do others it? of my
performance?

…….trying to keep our heads above water

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 Is there a better way?
 How can I do all that is expected of

 me?
How can I improve
this?

Able to stay afloat by dog paddling. Start to learn some

other strokes

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 Are students
learning?
How can I support student
achievement?
 Is my work meaningful to students?

 we know a variety of strokes and can save

ourselves (and others) in the water.

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 During your practicum and most
important as a beginning teacher,
always……….

Think
Analytically

Think Think
Creatively Practically

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 The
Teacher
Reflection Teaching

Behaviors
 Reflecting on your teaching and knowing behaviors that
work are only part of the whole “Teaching” episode
 People become expert teachers. They are not the product
of sudden insight.

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Theory of Development by
Trotter (1986)

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1. Novice teacher (Beginner
teacher)
2. Competent teacher
(Advanced beginner/novice
teacher)
3. Effective teacher (Competent
teacher)
4. Expert teacher (Proficient 16
 Begins when the teacher trainee registers
at the Institute.
 Just beginning to learn how to teach.
 Begins to attain some initial skills and
terminologies related to the teaching
profession.
 Novice teachers do not have the skills that
are required to handle teaching in a
classroom.
 New to the School or State

Has limited ability, minimal skills –
still in learning stage to master facts ,
concepts and basic skills in teaching.
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 Lacks experience and knowledge in
dealing with daily tasks of the school.

 Often faces with the problem

of socialization.

 Performance considered marginal – has

not reached the level required by the
school especially in pedagogical and
content knowledge.
• This stage is the beginning of the
preparation of becoming a
professional educator.

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 Almost 2/3 of beginning teachers are
younger than 25 years
 42% have just finished college/U and
have never taught before
 Are usually single, in debt or are
financially struggling
 Are likely to teach outside their
field
 Have technology skills
 May be more informed about multicultural
issues

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 
 Willing &
Eager Responsive
 Values Mentor’ s
 Collaborative &
Help
Cooperative

 Shows  Self-Analytic
Initiative & Reflective
 Receptive—  Committed
Requests
Feedback
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• Learns to recognize facts and elements not
defined in the Novice Stage and learns
more sophisticated rules
• This stage continues your development in
your undergraduate program. Your
undergraduate training ends with a
student teaching experience.

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 3.
 The teacher had a certificate or a degree in
teaching to meet the eligibility requirement.
 The teacher achieved the skills in their
respective fields.
 Becoming familiar with more learning
principles and concepts.
 Able to solve problems encountered in
teaching and learning.
 Begins as you accept full-time employment
as a professional educator.
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 Using a range of strategies and teaching
methods.
 Utilising information technology skills /

know how.
 Experience and exposure to the realities

of school can help further deepen

understanding of novice teachers about
the needs and demands of the
teaching profession.
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 Mostly enthusiastic and perhaps idealistic.
 In order to successfully move into the next

stage, that of competence, a considerable

amount of classroom experience is required.
 It generally takes 2 - 5 years of on-the-job

training for a person to become a competent

professional educator.
 Many teachers never achieve this level because

they do not gain enough experience.

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 K nowledgeable and has practical working
knowledge.
 Teachers begin to recognize more and more
the principles and concepts out of context
and elements with respect to specific
situations.
 Teachers begin to have the ability to solve t
& l problems they face.
 Competent teacher can investigate their own
practice through reflection that may sound, "I
have tried this, but the result is not what I
want. What should I do now?
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• Understands the needs and expectations
of students.
• Able to create exciting learning
environment that impacts students
positively.
• Able to manage daily tasks effectively.
• Indi. vidual's style begins to be expressed
and experience (rather than school
training) begins to be a major factor in
performance.
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 Loves to teach.
 Able to create a sense of community and
belonging in the classroom.
 Collaborates with colleagues on an ongoing
basis.
 Maintains professionalism in all areas—from
personal appearance to organizational
skills and preparedness for each day.
 Her communication skills are exemplary,
whether she is speaking with an administrator,
one of her students or a colleague.
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 Proactive rather than reactive.

 Teachers who plan ahead, looking for aspects

that they might have issues with, and
proactively looking for solutions to solve those
problems will have less stress on them, than
those teachers who wait until a problem arises
and then tries to address it.

 Uses a variety of media in their lessons.

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 Can “shift-gears” and is flexible when a lesson
isn’t working.
 This teacher assesses his teaching throughout
the lessons and finds new ways to present
material to make sure that every student
understands the key concepts.
 Willing to think outside the box. What works
for one student, will not work for every
student.
 Teachers have to be willing to be creative and
adaptive in their lessons, thinking outside
the box on a continual basis. 29
 Only a small percentage of professional
educators ever reach this stage.

 Skilled teachers have high cognitive ability

to analyze and digest the learning
environment in a creative and distinctive
ways.

 Can identify the important elements of the

task very quickly, very easily.
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• These teachers are widely recognized
as superior.

• They are also likely to be mentors for

teachers who desire to become like
them. always admired and remembered
for the mastery and acquisition of
pedagogical knowledge and content.

 Skilled teachers have the ability to guide and

mentor novice teachers.

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 They have a fluid style that allows them to
implement decisions based on intuitive
understandings--understandings that come
out of their experiences.

 These understandings are so internalized that

sometimes they can not even state why it is
that they are thinking that way.
• Possesses admirable personality and is a
role model to other teachers.

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• Able to make decision on daily
school problems spontaneously.

 They can share ideas, experiences and skills

through forums, in-service training
courses, seminars, research, intellectual
and discussions.

 Can invent new or better way to do job, can

teach others

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 An individual who is an authority in his/her
profession.
 These educators are widely recognized as
superior.
 They are educators who are operating at the
stage of expertise and can handle a large
quantity of information and give a very
fluid, natural performance.
 His/her ideas and can influence policies
regarding management of teaching in the
classroom.

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
Possesses in-depth knowledge of
the content and able to relate to
different contexts in an integrated
manner.
 Pedagogical practice is broader,

interactive and diverse.

 Teaching by taking into account the

way students learn, how they build

conceptual representation of cognitive
structure.
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 Focuses on existing knowledge, students’
thinking and able to modify his
curriculum planning mentally to suit the
needs of context.
 Has excellent communication skills and able
to communicate ideas and messages
effectively.

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 They are also likely to be mentors for
educators who desire to become
like them.
 Both critical thinking and self-
regulation are necessary to attain the
level of competence.
 As these activities become habitual,
movement to the proficiency and
expertise levels becomes possible.
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Some of the qualities of master/ expert
teachers.

◦ Expert teachers have gained greater knowledge

through their experiences.

What possible experiences do you think they have

gone through?

◦ They do not appear to have better memory in

general.

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 Content Knowledge
 Pedagogical Knowledge
 Pedagogical-content Knowledge

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 Masters/Experts
◦Deep Structure

 Novices
◦Surface
Structure
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 Teachers become master/expert by
learning from experience.

 Teachers become master/expert by

growing in efficiency.

 Teachers become master/expert by

developing their insights.

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 15 years Master

10 Expert

5 Competent
3 Advanced Novice
1 Novice

Teacher’s Development Timeline (Berliner, 1988)

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Scenario Planning
Building Partnership
Culture
Management
Org. Ldrshp & Mgmt.
Knowledge Mgmt.
Learning Org.
Training and Dev.

Org. Ldrshp & Mgmt.

Systems Thinking
Change Mgmt.

Instructional Ldrshp.
Conflict Mgmt.
Team
Building
Creativity & Innovation
Relationship & Networking
Interpersonal
Strategic Mgmt.
Content Pedagogy
Information Mgmt.
Quality Mgmt.
Staff Dev.
Action Research
Etiquette

Content Pedagogy
Communication
Technological Learning.
School Improvement
Performance Mgmt.
Community Dev.

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 Organization as a context for
workplace learning and
professional development

Socialisation in organisation/ in
profession

Social dimension
Sotsiaalne dimensioon

Professional
Professional development of
knowledge and teacher Personal
skills dimension
dimension

Developing teaching
Developing
competences professional identity

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 Teacher
training Writing
reflections
and cases

Activities that promote

Lesson teacher development
observation

Feedbacks
on
Attending
lessons
Seminars

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The view and methods of the teacher are
consistent with the view and teaching
approach the teacher wants to encourage in
students.

Swennen, Korthagen & Lunenberg, 2004

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Consciously model
Be explicit
Legitimize what
you model

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It is modelling the processes, thoughts and
knowledge of a teacher in a way that
demonstrates the ‘why’ or the purpose of
teaching: it is not creating a template of teaching
for unending duplication

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Teachers need to make their teaching
explicit, so the modelling is brought to a
conscious level of the student.
This requires a high-level of meta-
cognition, it is verbalizing the
reflection-
in-action, (Schön, 1983) the tacit part of
professional knowledge in teaching

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RIGHT ATTITUDES TO
TEACHING
Learning =
Growing

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1.Elaborate on the development stages of
a teacher according to Trotter (1986).
2.Discuss requirements needed to reach
the different stages.
3.Suggest ways a novice teacher can improve
his skills in ICT.
4.Elaborate on the role of teachers in
improving the level of professionalism towards
becoming expert teachers.

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5. A study conducted by Wolf, Jarodzka, Van Den
Bogert an Boshuizen (2016) showed that the
perceptions of expert teachers and novice teachers
are different when assessing problematic situations
in the classroom.

Explain factors that contribute to the differences of

perceptions on teaching and management of
problematic situations in the classroom between
novice teachers and expert teachers.

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1.List the characteristics of
teachers at each stage
according to Trotter (1986).
2.Compare and contrast the
strengths of teachers at the
different stages.
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