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Towards Contemporary Practice:,[object Object],A model to encourage professional engagement through the development of Teacher Practical Theories –,[object Object], Oh the places You’ll Go!,[object Object],By Abi Woldhuis,[object Object]
Introduction,[object Object],“You have brains in your head. ,[object Object], You have feet in your shoes. ,[object Object], You can steer yourself any direction you choose.,[object Object], You’re on your own.  ,[object Object], And you know what you know. ,[object Object], And YOU are the guy who’ll ,[object Object],   decide where to go” ,[object Object],			(p. 2, Seuss, 1990),[object Object]
What is a teacher’s Practical Theory?,[object Object],“a hierarchically structured set of beliefs about the proper ends and means of teaching, the characteristics of students, the modes of learning, and the ways in which all of these interact to govern the teacher’s behaviour at any given moment” (p.80, Gage 1977),[object Object],“..a person’s private, integrated but ever-changing system of knowledge, experience and values which is relevant to teaching practice at any particular time” (p.9, Handal and Lauvas 1987),[object Object]
Teacher’s Practical Theory,[object Object]
Pedagogical Shift – An agent for Professional Engagement,[object Object],review,[object Object],dialogue,[object Object],quality,[object Object],improvement,[object Object],rapid change,[object Object],excellence,[object Object],achievable,[object Object],reflection,[object Object],engagement,[object Object]
Pedagogical Shift – An agent for Professional Engagement,[object Object],(p. 11, Seuss, 1990),[object Object]
The Towards contemporary practice Model – The path forward…,[object Object],“Growth of the school based professional community is marked by conversations that hold practice, pedagogy, and student learning under scrutiny…Rich and recurring discourse promotes high standards of practice, and both generate and reinforce core beliefs, norms and values of the community. In other words, talk is the bridge between educational values and improved practice in schools.” (p. 182, Horn & Little, 2010),[object Object]
The Towards contemporary practice Model –Its Genesis…,[object Object],Evolved through professional dialogue involving the author of this paper with educational leaders,[object Object],Source of professional development ,[object Object],Monitored through teacher leaders,[object Object], Constructivist approach  ,[object Object],	- learner as an active participant ,[object Object],	- unique repertoire of experiences and beliefs ,[object Object],	- constructs new meaning and knowledge ,[object Object],	- learner as having innate curiosities,[object Object],	- emphasis on higher-order thinking and problem  ,[object Object],      solving skills ,[object Object],	- teachers determine specific learning outcomes ,[object Object],	- cooperation and collaboration. ,[object Object]
The Towards contemporary practice Model –Its Genesis…,[object Object],Aspects of Action Research,[object Object],	- experimenting with teaching and learning strategies,[object Object],	- questions that arise out of everyday practice and the ,[object Object],	  consequent effort to reflect and develop on those questions,[object Object],	- adapt practice, test, experiment with new ideas ,[object Object],- higher excellence,[object Object],	- collaboration,[object Object],Learning Threes,[object Object],	- breadth of ideas and accountability,[object Object],	- intimacy and confidentiality,[object Object]
The Towards contemporary practice Model ,[object Object],Step 1: Develop the theory,[object Object],		Develop your own theory,[object Object],		Complete the Teaching Perspectives Profile Questionnaire (Pratt and 	Collins) http://www.teachingperspectives.com/,[object Object],		Discuss your Teachers Practical theory in your learning three.,[object Object],Step 2: Identify a practice to shift,[object Object],		Identify an area of your teaching where student engagement needs 	improving,[object Object],Step 3: Measure the current circumstances ,[object Object],		Use a tool that measures the engagement of students in your lessons,[object Object],		“Class Behavioural Checklist” is a simple tool that can be used as a basic 	measure of student engagement. From: 	http://www.docstoc.com/docs/54389861/Class-Behavioral-Checklist-	measuring-student-engagement,[object Object]
Measuring student engagement checklist example,[object Object]
The Towards contemporary practice Model ,[object Object],Step 4: Research, decide and implement a change in pedagogy,[object Object],	-  Learning threes - discuss the options ,[object Object],	 - Decide on the pedagogic tool(s) that you will employ in your chosen program to improve engagement.,[object Object],	 - Plan for and implement the program.,[object Object],Step 5: Measure the change ,[object Object],	 - using the same tool as used in Step 3.,[object Object],Step 6: Evaluate and Reflect ,[object Object],Step 7: Share the findings ,[object Object],	- brief statement (approx. 200 words and no more than 300 words),[object Object],	- share your statement with your learning three,[object Object],    - publish,[object Object]
Term 4 – trial of model…moodle,[object Object]
Conclusion,[object Object],In the language of Dr Seuss, you know who you are going to affect but with brains in your head and feet in your shoes, where you go does not need to be a lonely and isolated place but rather one where professional engagement is encouraged, achievable and beneficial for the teacher but more so for the students in our care.,[object Object],Where will you go?,[object Object]
References,[object Object],Altrichter, H., Posch, B., Somekh (1993) Teachers investigate their work: An introduction to the methods of action research. An introduction into the methods of Action Research. Routledge, New York.,[object Object],Anderson, L.M & Holt-Reynolds, D (1995). Prospective teachers’ beliefs and teacher education pedagogy: research based on a teacher educator’s practical theory, Michigan State University http://scholar.google.com.au/scholar?q=beliefs+in+teachers%27+practical+theory&hl=en&lr=,[object Object],Beare, H 2001, From an old world-view to a new, ch. 2 in Creating the future school, RoutledgeFalmer, London, pp. 11-22,[object Object],Behavioural checklist: Class Behavioural Checklist: measuring student engagement Retrieved September 2010 from http://www.docstoc.com/docs/54389861/Class-Behavioral-Checklist-measuring-student-engagement,[object Object],Berry, B., Daughtrey, A., & Wieder, A. (2010). A Better System for Schools: Developing, Supporting and Retaining Effective Teachers. Hillsborough, NC: Center for Teeaching Quality.,[object Object],Becker, H. J., & Riel, M. M. (2000). Teacher Professional Engagement and Constructivist-Compatible Computer Use (Teaching, Learning and Computing No. 7). Irvine, CA: Center for Research on Information Technology and Organizations.,[object Object],Buchanan, J & Khamis, M (1999) Teacher renewal, peer observations and the pursuit of best practice. Issues in Educational Research, 9(1), 1-14                                        http://education.curtin.edu.au/iier/iier9/buchanan.html,[object Object],Cadiero-Kaplan, K, (1999) Integrating technology: Issues for Traditional and Constructivist Pedagogies - Journal of Computing in Teacher Education, 1999 - cdi.ucla.edu. Retrieved October 2010 from,[object Object],http://www.cdi.ucla.edu/redir/_com197b/Cadiero-Kaplan.pdf,[object Object],Connelly, FM, Clandinin, DJ & He, Ming Fang 1997, Teachers’ personal practical knowledge on the professional knowledge landscape, Teaching and Teacher Education, vol.13, no.7, pp.665-74,[object Object],Handal, G, & Lauvas, P (1987). Promoting reflective teacher: Supervision in practice. Milton Keynes: SRHE and Open University Educational Enterprises.,[object Object],Horn, I. S., & Little, J. W. (2010). Attending to Problems of Practice: Routines and Resources for Professional Learning in Teachers' Workplace Interactions. American Educational Research Journal, 47(1), 181-217.,[object Object],Gage,N (1977). The scientific basis of the art of teaching. New York: Teachers College Press.,[object Object],Marland, P (2001). Teachers’ Practical Theories: Implications for Teacher Development p. 165-180  in Cheong, C., Mo ChingMok, M., & TungTsui, K. (Eds) (2001), Teaching effectiveness and teacher development: towards a new knowledge base. Hong Kong Institute of Education. Springer. http://books.google.com.au/books?id=d36h7AUVrHUC&printsec=frontcover#PPA175,M1,[object Object], Marlowe, B., & Page, M. (1998). Creating and sustaining the Constructivist classroom. Thousand Oaks, CA: Corwin Press. Retrieved October 2010 from,[object Object],http://socialconstructionism.pbworks.com/Web+2-0+and+Constructivist+Theory,[object Object],Middleton, M & Hill, J 1996, Why our current schools can’t survive,ch. 4 in Changing schools: challenging assumptions and exploring possibilities, Hawker-Bronlow, Melbourne, pp. 47-54.,[object Object],Munby, H., Russell, T. & Martin, AK (2001), Teachers’ knowledge and how it develops, in V Richardson (ed.), Handbook of research on teaching, 4th edition, American Educational Research Association, Washington DC, pp. 877-904,[object Object],Petty, G. (2002), Improving Teaching with Action Research Retrieved September 2010 from http://www.teacherstoolbox.co.uk/downloads/SupportedExperiments/ActionResearch.doc.,[object Object],Pratt, D and Collins, J 2001, Teaching Perspectives Retrieved September 2010 from ,[object Object],http://teachingperspectives.com/,[object Object],Ritchie, SM 1998. Assessing Science Teachers’ Personal Practical Theories. Paper presented at the Australasian Science Education Research Association, Darwin, Australia, 9-12 July 1998, James Cook University.,[object Object],Sanders, D & McCutcheon, G, (1987). The development of practical theories of teaching, Journal of Curriculum and Supervision, 2(1), 50-67,[object Object],Suess Dr. (1990) The Places You’ll Go! New York: Random House Children’s Books.,[object Object]

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Towards contemp ed power point presentation

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