Deena Boraie Presentation to 9th International Policy Dialogue Forum 5-7 December 2016 Siem Reap, Cambodia

1. The Paradigm Shift in
Teacher Education & CPD
Deena Boraie
The American University in Cairo,
Egypt

2. Teacher Learning
Teacher learning is influenced by
individual psychological factors
Research has shown that factors such as
motivation, professional identity, self-
efficacy and teacher autonomy affect
teachers’ capacity to learn and actively
apply knowledge and skills.
(Teachers’ Professional Development, EU, 2010)

3. Initial Teacher Education:
Effective Programs
Provide opportunities to participate in
collaborative reflection
Prepare teachers to create their own
support networks and COPs
Teach personal skills such as self-
regulation and stress management in
teaching practice course
Develop in teachers a
commitment to life-long learning

4. Initial Teacher Education:
Effective Programs (2)
Help teachers learn how to access
professional development opportunities
Motivation strategies used by faculty
and their attitudes towards their own
practice and the profession
Use of discussions rather than
lecturing and more emphasis on
practice rather than theory
Introduce teachers to recent research
that is relevant to good classroom
practice

5. Initial Teacher Education:
Effective Programs (3)
Encourage teachers to read research
critically and question conclusions
Ensure teachers understand their role
within the wider school community
Ensure teachers have a clear
understanding of the personal &
professional conduct of a teacher
Ensure teachers understand the ethics
of the teaching profession and how to
handle challenging ethical issues

6. Changing Environment of Teaching
• With the advent of new information and communication technologies and
in a knowledge-based society for teachers to remain competitive and
employable they must continually develop their knowledge and skills.
Teaching as a Profession
• As with any other modern profession, teachers assume greater responsibility
for their own PD. While educational institutions are expected to provide PD
opportunities they cannot be relied on to provide all the PD needed..
Change from Training to Learning
• In the 1990s and in some contexts until recently, PD was based
on a training paradigm: a deficit-mastery model and one-shot
programs
Paradigm Shift in CPD

7. Difficult to link gains in student learning to
CPD and impact of teacher learning on
student achievement may not be
immediate. Studies show strong effects of
PD on teachers’ practice and student
learning.
OECD TALIS (2013) results: teachers
participating in PD at least 5 times/year
reported higher self-efficacy.
(Wei et al., 2009)
What does the research
say about CPD?

8. The more time, the better
Yoon et al (2007) found that PD that had a
positive impact on achievement ranged
between 30 and 100 hours in a school
year, with an average of 49 hours.
Time for professional learning and
collaboration must be built into teachers’
working hours
(Wei et al., 2009)
Research and CPD

9. CPD activities should be embedded in
teachers’ contexts
Several studies have shown that teachers’
practices and effectiveness change when
they engage in group activities such as:
• peer observations of classrooms
• analyzing student work and student data
• developing study groups
• professional learning communities within the
school and beyond
(Wei et al., 2009)
Research and CPD

10. The role of school leaders influences team and
individual teachers’ learning
Research has shown that: a) teacher participation in
decision-making; b) schools creating opportunities
for professional learning; c) intensity of teacher
collaboration have positive effects on teachers’
motivation and commitment to change
(Teachers’ Professional Development, EU, 2010)
Technology can support PD
Online professional development has many
advantages
Research and CPD

11. Systematic and strategic approaches are
needed at the national level to engage
teachers in CPD
Countries should have in place national policies
and standards that demonstrate expectations
that all teachers engage in effective PD. The
PD strategies implemented must match the
stage of development of a school or national
education system
(Teachers’ Professional Development, EU, 2010; Villegas-Reimers, UNESCO, 2003)
Research and CPD

12. Thank You...
dboraie@aucegypt.edu