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The courage to empower yourself
Teach as you preach
Anja SwennenOnderwijscentrum Vrije Universiteit Amsterdam
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Teach as you preach
Who are the educators?
Task 1: Who are you?
What do you preach and teach?
Task 2: What do you teach and preach?
Congruent Education
Task 3: Do you teach what you preach?
3
Task 1Task 1
Who are Who are you?you?
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Teachers of Teachers
First order teachersTeach a subject or subject area in school and support the learning of their pupils/students
Second order teachers (educators)Teach teachers to support their pupils/learners
Murray & Male, 2005, 126
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Educators are second order Educators are second order practitionerspractitioners
VELON websiteVELON website
Who are we?
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What do you preach?What is the most important idea/ notion/view/conception about good teaching you want to encourage in teachers?
How do you teach?What are the three best methods or approaches teachers can use to give form to this idea?
Task 2Task 2
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What do you preach and teach?
Three questions:
1. What do you preach?
2. How do you teach?
3. What is written about in-service educators?
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Five volumes IPDA Journal
131 articles131 articles Excluded
Beginning teachers, mentoring and training or PDS
42
Foreign articles 40General topics 17Head teachers 6Others then teachers 3
Total 108Total 108
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What do your preach? = 4Andrew Loxley, Keith Johnston, Damian Murchan, Helen Fitzgerald, Micheline Quinn: Role of whole-school contexts in shaping the experiences and outcomes associated with professional development
Christine Fraser, Aileen Kennedy, Lesley Reid, Stephen Mckinney: Teachers' continuing professional development: contested concepts, understandings and models
Malcolm Thorburn: The loneliness of the long-distance Scottish physical education teacher: how to provide effective in-service for experienced teachers' implementing new curricula
Aileen Kennedy: Models of Continuing Professional Development: a framework for analysis
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How do you teach? = 191. Collaboration and community (5)2. Research or inquiry (4)3. Theory = Master (2)4. Curriculum development5. Coaching6. Cognitive apprenticeship7. Narrative approach8. Informal learning9. Use of technology10. International exchange11. Professional dialogue
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What is written in the Journal about in-service educators?
Nothing
Much more about teachers and their professional learning then about in-service educators
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Why? Authors identify with
Teachers in Teachers in higher higher
educationeducation
ResearchersResearchers
AdvisorsAdvisors
TeachersTeachers
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What does this mean for us?
Use your own work as a ‘tool’ to educate teachers
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Congruent education
The view and methods of the educator are consistent with the view and teaching approach the educator wants to encourage in teachers
Swennen, Korthagen & Lunenberg, 2004
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Congruent Education
Consciously model
Be explicit
Legitimize what you model
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Model
It is modelling the processes, thoughts and knowledge of an experienced teacher in a way that demonstrates the ‘why’ or the purpose of teaching: it is not creating a template of teaching for unending duplication
John Loughran, 2001
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Be explicit
Teacher educators need to make their teaching explicit, so the modelling is brought to a conscious level of the student teachers. 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
Kari Smith, 2001
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Legitimize
Underpin what you model with theory that teachers know or should know
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Do you model consciously? Sometimes
Are you explicit about your own ´teaching´Hardly ever
Do you legitimize what and how you teach?Never
Task 3Task 3
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Third Order Perspective
Improving the knowledge and skills of educators
Studying yourself and your work
33
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