Aspects of professional learning;

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Aspects of professional learning; - Description

a . new framework for student . reflection. Rachel Lofthouse & Roger Knill,. School of Education, Communication & Language . Sciences. ,. Newcastle . University. TEAN Conference . 21. st. M. ID: 526526 Download Presentation

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Aspects of professional learning;




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Presentations text content in Aspects of professional learning;

Slide1

Aspects of professional learning; a new framework for student reflection

Rachel Lofthouse & Roger Knill,

School of Education, Communication & Language

Sciences

,

Newcastle

University

TEAN Conference

21

st

M

ay

2010

Slide2

Our context

36 week

M.level

PGCE:

bridging practice, theory and research

Students work towards QTS standards and

Ofsted

ITT grading:

tracking and evidencing standards

TDA directives regarding ITT curriculum:

overcrowded programme, increasingly content heavy

Slide3

Our role

PGCE course tutors

Designing and managing the student experience

Working in partnership with school mentors and other subject tutors

Assessing student progress (professional and academic)

Slide4

Our focus

Focus on the professional learning journey; QTS as one element

Personalised professional learning within a common programme and partnership framework

M.level

assignments focusing on

Reflection on professional processes enabling a developing understanding of subject pedagogy

Development of practitioner enquiry approaches within the context of placement schools and own classroom

Slide5

Our dilemma

How to create coherence across the diverse demands and aspects of the PGCE

Looking for ‘sense-making tools’ which can allow students to find relationships between their practical experience,

their

reflection and the academic elements of the programme

Slide6

Our 3 year enquiry

To develop a model of professional learning that is derived from evidence of the outcomes of professional learning experiences

To make this model accessible to student teachers so that it can be used as the basis of personal reflection and professional dialogue

To determine how and whether the model can be used as a pedagogic tool to stimulate greater student teachers’

metacognitive

awareness of the processes and outcomes of their professional learning

Slide7

Year 1

Students reflected on their use of video-recording

Thematic

review of written questionnaire responses and assignments

Comments were

coded

and

categorised

Regularly occurring themes and relationships

Described a number of aspects of professional learning, as conceived by the student teachers

Slide8

Slide9

Year 2

8 aspect model

offered to

students as

a means through which to reflect on their experiences during the

PGCE

Students

produced two annotated diagrams

using model - exemplified elements of their

experience

and considered its impact

Diagrams used as the basis of one-to-one progress tutorials with the students

Slide10

Year 3 – in focus

Slide11

Understanding of, and ability to focus on, the ‘significant others’, in this case the students

Acquiring professional confidence and identity

Ability to evaluate own practice

Willingness & ability to take action to develop own practice and solve problems

Critical ‘user’ engagement with relevant theory, research and policy

Understanding of how ‘practice’ evidence can be collected and analysed

Constructive engagement in professional dialogue with other practitioners

Development of reflective attitudes and skills

8 Aspects of Professional Learning

To engage students and get them interested in Geography

Become an inspirational Geography teacher

Have a better idea of how to cope with difficult situations

To be able to brush off the bad days and learn positively from them

Organised and confident in the classroom

To increase my knowledge of how children learn

To feel like I am improving & see progression

To be effortlessly confident in front of a class

2

4

14

2

1

Stage 1:

Personal objectives for PGCE

Slide12

Year 3 – in focus

Slide13

Reported key experiences related to 8 aspects modelInterpretation of emerging themes Undertaking the core tasks of a teacher (planning, teaching, assessing, differentiating) Working with others; peers and mentorsFeedback from others Self-reviewing & enquiry processesStudents respond positively to ‘getting on with the job’ and start to problematise the role of teacherSignificance of routines (such as mentor meetings, reflective training journals)Meeting the challenge of M.level enquiriesThe importance of feedback loops (from pupil learning, mentoring, self-evaluation) and taking action

Stage 2:

Review of first placement

Slide14

Year 3 – in focus

Slide15

Development of reflective attitudes and skills (13)

Understanding of, and ability to focus on, the ‘significant others’, in this case the students (9)

Acquiring professional confidence and identity (14)

Willingness & ability to take action to develop own practice and solve problems (6)

Ability to evaluate own practice (13)

Critical ‘user’ engagement with relevant theory, research and policy (6)

Understanding of how ‘practice’ evidence can be collected and analysed (8)

Constructive engagement in professional dialogue with other practitioners (9)

Stage 3:

Relationships between aspects of professional learning

Slide16

Development of reflective attitudes and skills (13)

Acquiring professional confidence and identity (14)

Ability to evaluate own practice (13)

Constructive engagement in professional dialogue with other practitioners (9)

Understanding of, and ability to focus on, the ‘significant others’, in this case the students (9)

Understanding of how ‘practice’ evidence can be collected and analysed (8)

Willingness & ability to take action to develop own practice and solve problems (6)

Critical ‘user’ engagement with relevant theory, research and policy (6)

Number of links made to other aspects

Stage 3: Relationships

between aspects of professional learning

Slide17

Examples of strongly related aspects

Student commentAbility to evaluate own practice Understanding of how ‘practice’ evidence can be collected and analysed Having evidence to evaluate has provided better evaluations and has helped provide evidence for reflectionConstructive engagement in professional dialogue with other practitioners Development of reflective attitudes and skills From reflecting on own practice we start to see good aspects of practice in others. This promotes dialogue between practitioners.Acquiring professional confidence and identity Understanding of, and ability to focus on, the ‘significant others’, in this case the students In first placement you are mostly focussed on yourself as a teacher and developing your professional identity, but in the Long Placement you have more of an idea of yourself as a teacher so you plan for the students more and take them into account increasingly in your lesson.

Stage 3: Relationships

between aspects of professional learning

Slide18

Thinking about professional learning

Eraut

(2007):

I

mportance

of informal learning:

asking

questions, getting information, locating resource people, listening and observing, reflecting, learning from mistakes, giving and receiving feedback and use of mediating artefacts.

Lave and Wenger (1991

):

Learning is

a function of the activity, context and culture in which it occurs. Learners, such as student teachers, thus become involved in a community of practice which embodies certain beliefs and behaviours.

Slide19

8 Aspects of Professional Learning

Starting to describe the ‘model’ as a tool (Wall et al., 2010)

Its function varies according to the intent of the user (tutor, individual student or group of students )

Functions include:

teaching, interaction, feedback, framing

Slide20

References

Eraut

, M. (2007) Learning from other people in the workplace,

Oxford Review of Education,

Vol. 33 (4), pp. 403-422

.

Lave

, J. & Wenger, W. (1991)

Situated learning. Legitimate peripheral participation,

Cambridge: Cambridge University Press.

Wall

, K., Hall, E., Baumfield, V., Higgins, S., Rafferty, V.,

Remedios

, R., Thomas, U., Tiplady, L., Towler, C. and Woolner, P. (2010

) Learning to Learn in Schools Phase 4 and Learning to Learn in Further Education,

Campaign for Learning: London


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