This document discusses principles of effective professional development for teachers and the role of teacher-researchers. It outlines that effective professional development is driven by a classroom vision, helps teachers develop knowledge and skills, mirrors student learning methods, builds a learning community, develops teacher leadership, and is continuously assessed. It also describes that teacher-researchers collect and analyze artifacts from their teaching practice, share observations with peers, and present findings to colleagues to improve instruction. Finally, it discusses that teacher cognition develops from social and cultural classroom activities and interactions with students.

1. By: Hamidreza Ghobadirad
Under the Supervision of Dr. Fazilatfar
Winter 1396
Yazd University

2. Principles of Effective
Professional Development
• Driven by a vision of the
classroom
• Helps teachers develop the
knowledge and skills to create
vision
• Mirrors methods to be used by
students
• Builds a learning community
• Develops teacher leadership
• Links to the system
• Is continuously assessed

3. Being a teacher-researcher
means:
collecting, reflecting on and analyzing the ‘artefacts’
which are created through or as a consequence of
your practice such as: teaching plans, images, audio
and/or video recordings of the processes you engage
in when you plan and when you teach;
samples of student work – ‘before and after’ evidence
of the consequences of your teaching;
student responses to your teaching and what these
responses mean to you;

4. sharing and discussing with teaching peers
your observations, data, evidence and
analyses: What does it all mean? What are
the consequences, significances and
implications, for you, for your students and
for how you relate to and work with your
colleagues?

5. presenting your evidence,
findings and conclusions to
colleagues and peers in coherent
ways.

6. Teacher cognition originates in and is shaped by the
activities in which teachers engage.
Internalization (Vygotsky)
Movement from externally, socially mediated activities to
internal mediation
Social relations
Cultural activities
Concepts
Through:

7. Performative
Emergent
Interactive
Where?
In classroom by group work
Scaffolding

8. Two Types of Mental Function
Lower Mental Function
Higher Mental Function

9. Appropriating Theories (Reciprocal Teaching)
Theoretical Construct
Gap between cognition and emotion
Disciplinary knowledge and concept development