Page 140 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 140
d) Reflection is the means for a teacher’s professional development.
Schön (1983, 1987) emphasises that the capability to think about actions is an
important part of a teacher’s professional development. Schön points to the
circular conversation with the problem (ibid.): determining and defining a
problem, transforming the situation at hand and creating the hypotheses for
practical actions.
e) The cognitive-constructivist teaching model is a framework for a tea-
cher’s professional development.
A teacher should see him/herself through the eyes of a student and simultane-
ously think in a meta-cognitive manner about ways to organise the teaching
process, its methods and forms, his/her emotions, as well as analyse these dis-
coveries about him/herself as a student.
f) A teacher’s professional development is a lifelong process.
A teacher’s professional development is a lifelong process, which includes con-
tinuous learning throughout their entire professional career.
140 g) A teacher’s professional development is a comprehensive growth process.
The notion of a teacher’s professional development has three dimensions
(Bell, 1993): social development (developing cooperation amongst teachers),
professional development (becoming aware of and making changes to sub-
jective notions, attaining skills, knowledge, competencies), and personal de-
velopment (becoming aware of and making changes to an individual’s own
thoughts, feelings, improving self-perceptions) (Bell, 1993). Therefore, it is not a
single act and cannot be obtained during formal education only.
h) A teacher’s professional development is a process of cooperation and co-
operative learning.
It is very important for professional development that the teacher is not left
only on his/her own, but has the possibility of cooperation.
In this segment, teachers’ professional development was defined. In sum-
mary, and in accordance with Valenčič Zuljan (2001), it is imperative that teach-
ers continue to give meaning to and develop their perceptions and alter their
teaching practices as they continue with their lifelong learning. This is a pro-
cess that pertains to the teachers’ fundamental role – teaching – and includes
their personal, professional and social dimensions as well as signifying their
progress towards critical, independent and accountable decision-making and
actions (ibid.). While explaining teachers’ professional development therefore
no aspect of their lives can be excluded, and the impact of their formal educa-
tion (including undergraduate and lower levels in which the teacher was en-
rolled in), must also not be forgotten.
student (under)achievement: perspectives, approaches, challenges
Schön (1983, 1987) emphasises that the capability to think about actions is an
important part of a teacher’s professional development. Schön points to the
circular conversation with the problem (ibid.): determining and defining a
problem, transforming the situation at hand and creating the hypotheses for
practical actions.
e) The cognitive-constructivist teaching model is a framework for a tea-
cher’s professional development.
A teacher should see him/herself through the eyes of a student and simultane-
ously think in a meta-cognitive manner about ways to organise the teaching
process, its methods and forms, his/her emotions, as well as analyse these dis-
coveries about him/herself as a student.
f) A teacher’s professional development is a lifelong process.
A teacher’s professional development is a lifelong process, which includes con-
tinuous learning throughout their entire professional career.
140 g) A teacher’s professional development is a comprehensive growth process.
The notion of a teacher’s professional development has three dimensions
(Bell, 1993): social development (developing cooperation amongst teachers),
professional development (becoming aware of and making changes to sub-
jective notions, attaining skills, knowledge, competencies), and personal de-
velopment (becoming aware of and making changes to an individual’s own
thoughts, feelings, improving self-perceptions) (Bell, 1993). Therefore, it is not a
single act and cannot be obtained during formal education only.
h) A teacher’s professional development is a process of cooperation and co-
operative learning.
It is very important for professional development that the teacher is not left
only on his/her own, but has the possibility of cooperation.
In this segment, teachers’ professional development was defined. In sum-
mary, and in accordance with Valenčič Zuljan (2001), it is imperative that teach-
ers continue to give meaning to and develop their perceptions and alter their
teaching practices as they continue with their lifelong learning. This is a pro-
cess that pertains to the teachers’ fundamental role – teaching – and includes
their personal, professional and social dimensions as well as signifying their
progress towards critical, independent and accountable decision-making and
actions (ibid.). While explaining teachers’ professional development therefore
no aspect of their lives can be excluded, and the impact of their formal educa-
tion (including undergraduate and lower levels in which the teacher was en-
rolled in), must also not be forgotten.
student (under)achievement: perspectives, approaches, challenges
