Teachers as Learners

SESSION 1: Focus: Praxis (theorised practice) – a shared understanding

•Why is praxis (theorised practice) important to teacher learning?
•How does this happen effectively in school communities for In-Service andPre-Service Teachers?

Reading: Teachers as Learners (Janette Bobis, 2010)

All learning occurs through engagement in a community of practice. We know that it is important to learn in context, to make connections and fully develop our schematical understanding.

 

Most learning opportunities for teachers occur within three overarching categories:

  • Learning as knowing
  • Learning as believing and feeling
  • Learning as becoming

Elements from these categories will be closely intertwined.

Learning as knowing

Pedagogical content knowledge, knowledge of how children learn and in-depth content knowledge are all essential for quality teaching.   For our pre-service teachers it is important to simulate and rehearse this in various contexts in order to develop their confidence.

Learning as believing and feeling

It is well known and accepted that a teacher’s beliefs and attitudes impact not only their teaching strategies and methodology but a lot the achievement of their students. It’s like a self-fulfilling prophecy.

If teachers believe all children can successfully learn, then their approach to teaching and the learning environment they establish will reinforce this belief.

Learning as becoming and belonging

Developing an identity as a teacher is formed by the learning and teaching as part of a sociocultural activity. This kind of learning generally involves teachers inquiring into their own practices, those of their colleagues and their own student learning.

Reflection on experiences can provide starting points for teacher inquiry that potentially have implications for changes to teaching practice.

When teachers seek to understand why their practices work with particular students in particular contexts leads to a sophisticated level of inquiry that is both self-sustaining and generative.  Inquiry into teaching is also practitioner research when teaches systematically plan, enact and evaluate teaching and learning, and are guided by some theoretical principles and clear research questions that normally focus on a particular problem or issue. The theoretical framework provides an explanatory theory to guide the investigation and to help articulate the findings.

 

 

Praxis is the interconnectedness  of theory, practice, content and pedagogy as it relates to learning and teaching. IBSEERT PICTURE.

Praxis (theorised practice) is important for a deeper understanding of the integration of all elements for ultimately improving teacher performance and student learning.

This can best happen through a supportive, collaborative community of teacher learners undertaking teacher inquiry/research and participating in professional dialogue.

 

SESSION 2:  Focus: Coaching and Feedback Conversations within a Performance and Development Culture.

•How is this enacted for In-Service and Pre-Service Teachers?

See the 2 AITSL documents:

Australian Teacher Performance and Development Framework

Australian Charter for the Professional Learning of Teachers and School Leaders

 

SESSION 3:  Focus: Personalising the professional experience of Pre-Service Teachers.

• How do we connect the requirements and expectations from all sources?

 

VIT Standards – individual pre service teachers individual goals link with these.

Learning in the School Community Guiding Principles.

Professional Experience Program (PEP)

Year 3 PST studying EDLA309 Literacy Education 2. EDPH306 Personal Development, Health & Phys Ed. EDMA310 Mathematics Learning & Teaching 2.

 

 

TED clips.

Teachers need feedback.

One of the most useful parts of today was coming away with clarity. We now know where we are going and have strategies we can put in place to facilitate this.