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Three Forms of Professional Development for Literacy/English Teacher Educators

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acton-cummings
16 diapositives · 280 Views · Nov 03, 2014

This study investigates the professional development (PD) experiences of literacy and English teacher educators (LTEs) focusing on their knowledge needs, engagement in various PD forms, and the impact on their teaching practice. By exploring informal, formal, and community-based practices, the study reveals insights into the backgrounds, pedagogical approaches, and perceptions of current educational policies held by LTEs. A mixed cohort of educators, ranging in experience and rank, offers a comprehensive view of effective PD strategies vital for fostering growth in literacy education.

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  1. Three Forms of Professional Development Used By Literacy/English Teacher Educators: Informal, Formal, and Communities of Practices Clare Kosnik and Clive Beck Ontario Institute for Studies in Education/University of TorontoSeptember 2014

  2. Specific Goals: * What kinds of knowledge do LTEs need? * In what forms of professional development do LTEs engage? Overall Goal: to study in depth a group of literacy/English teacher educators, with attention to their backgrounds, knowledge, research activities, identity, view of current government initiatives, pedagogy, and course goals

  3. Participants Experience as a classroom teacher • 0 years = 1 • 1-5 years = 3 • 6-10 years = 12 • 11-20 years= 6 • 21+ years = 6 Rank at the University • Assistant Professor (Lecturer) = 6 • Associate Professor =5 • Senior Lecturer = 7 • Full Professor = 5 • Other =1 • Contract = 4

  4. Professional Development The Green Paper on Teacher Education in Europe“coherent initial as well as a continuous in-service teacher education for teacher educators” ((Buchberger, Campos, Kallos, & Stephenson, 2000, p. 58).

  5. Forms of Professional Development • Formal • Informal • Communities of Practice

  6. PD for What?

  7. Knowledge of Research Building on doctoral research. Studying one’s own practice. Being part of a research team. [O]f course I’m always finding out new things, but that's part of what I mean about being intellectually active and critical. (Justin)

  8. Knowledge of Pedagogy of Higher Education Trial and error. Student feedback and observation of student growth. Collaboration with other teacher educators. “Learning takes time. I've become much more confident and I think that's changed my practice. Not panicking, not rushing, not getting anxious about things.”

  9. Knowledge of Literacy and Literacy Teaching Cultivating networks in their university. Working on research teams. Participating in literacy conferences and external academic networks Fostering school-based partnerships Participating in teacher associations. Reading journals

  10. Knowledge of Current School and Government Initiatives Drawing on personal networks. Capitalizing on school-based activities. I have experienced 4 or possibly 5 different versions of the National Curriculum in the UK, so preparing them for the version that currently exists isn’t doing them any favors. They need to be prepared not only for this version but also for the other ones that will come along.

  11. PD for teacher educators is not conducted systematically; rather, it is quite ad hoc with much of it occurring through learning while doing.

  12. Although valuable, informal PD has limitations because it is often dependent on the goodwill of colleagues and has a strong trial and error component; and it is not always apparent what needs to be learned. The most common type of PD for the new LTEs in our study was informal.

  13. Stay connected with us www.literacyteaching.net