Teacher Professionalism in a New Era Dr Edward Sosu Prof Douglas Weir David McMurtry GTCS Conference, 28 May 2009

Teacher Professionalism in a New Era Scottish Teachers for a New Era (STNE) involves: The development of learner-centred teachers through effective partnerships . Who are reflective, critical thinkers and use evidence to inform pedagogy and curricular choices. They will be inclusive and provide appropriate and challenging educational experiences for all children . This requires many formerly separate groups to work together , often challenging assumptions and ways of working. The initiative involves a six-year continuum incorporating the four year undergraduate B.Ed , the induction year and the first year of full registration . What is STNE?

Teacher Professionalism in a New Era What does it mean to be a professional teacher? Professionalism Professional practice Professionalization Professional learning

What does it mean to be a professional teacher?

Professionalism

Professional practice

Professionalization

Professional learning

Teacher Professionalism in a New Era ‘ Accomplished Teacher Development’ Shulman and Shulman, 2004, page 5 The ability to teach and organize. They are motivated They are able and can transform vision into reality. They are reflective and learn from their own and others’ actions and experiences. They are communal

The ability to teach and organize.

They are motivated

They are able and can transform vision into reality.

They are reflective and learn from their own and others’ actions and experiences.

They are communal

Teacher Professionalism in a New Era Curriculum for Excellence an increased emphasise upon teacher autonomy and responsibility for determining pedagogical approaches local decision making cross-curricular and cross-sectorial approaches to learning and teaching new approaches to formative and summative assessment an evidence based approach to teaching and learning.

an increased emphasise upon teacher autonomy and responsibility for determining pedagogical approaches

local decision making

cross-curricular and cross-sectorial approaches to learning and teaching

new approaches to formative and summative assessment

an evidence based approach to teaching and learning.

Teacher Professionalism in a New Era ‘ an inquiry stance on teaching that is critical and transformative’ ‘ Inquiry as Stance’ ‘ to capture the ways we stand, the ways we see, and the lenses we see through as educators’ Cochran-Smith, M. and Lytle, S. (2004) Beyond Certainty: Taking an Inquiry Stance on Practice in Lieberman and Miller Teachers Caught in the Action. Professional Development That Matters. London: Teachers’ College Press Pages 49-50.

Teacher Professionalism in a New Era Knowledge-for-Practice Knowledge-in-Practice Knowledge-of-Practice (Cochran-Smith and Lytle, 2001, pages 47 and 48).

Teacher Professionalism in a New Era Who am I as a teacher? What assumptions am I making? What am I trying to achieve? What sense are my pupils making of my teaching/their learning activities? How do (selected) frameworks and ideas relate to and inform my own thinking and practice? What are the underlying assumptions? How do my efforts as an individual relate to those of others and to wider concerns and agendas for change?

Who am I as a teacher?

What assumptions am I making?

What am I trying to achieve?

What sense are my pupils making of my teaching/their learning activities?

How do (selected) frameworks and ideas relate to and inform my own thinking and practice?

What are the underlying assumptions?

How do my efforts as an individual relate to those of others and to wider concerns and agendas for change?

Teacher Professionalism in a New Era General Teacher and Pedagogic-Content Efficacy Confidence in teachers’ ability to make a difference and motivate pupils learning Confidence in ones subject knowledge and pedagogic skills Influences teachers’ approach to instructional content and students (Stronge, 2007) Influences teachers inclusive practice (Hart, 2004) Consider the implications of the data below in relation to autonomy, responsibility and professional efficacy

Confidence in teachers’ ability to make a difference and motivate pupils learning

Confidence in ones subject knowledge and pedagogic skills

Influences teachers’ approach to instructional content and students (Stronge, 2007)

Influences teachers inclusive practice (Hart, 2004)

Consider the implications of the data below in relation to autonomy, responsibility and professional efficacy

Teacher Professionalism in a New Era General teacher and pedagogic content efficacy [first year students, 2008]

Teacher Professionalism in a New Era

Teacher Professionalism in a New Era Critical and Reflective Thinking Critical and reflective teachers are more likely to apply evidence to lesson planning and teaching process (Hay McBer, 2000) Critical thinking may influence psychological adjustment, flexibility and adaptability (Sanchez, 1993) Consider the data below and discuss its implication for teacher professionalism

Critical and reflective teachers are more likely to apply evidence to lesson planning and teaching process (Hay McBer, 2000)

Critical thinking may influence psychological adjustment, flexibility and adaptability (Sanchez, 1993)

Consider the data below and discuss its implication for teacher professionalism

Teacher Professionalism in a New Era [first year students, 2008] Evidence based approach to teaching and learning

Teacher Professionalism in a New Era Note: Data from first year students (2008). Response on scale of 1-5

Teacher Professionalism in a New Era For Discussion Do we agree that teachers need to think more critically about their own practice? What are the pressures which make it difficult for teachers to maintain such a stance?