Page 69 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 69
teachers’ professional development
how and what to teach and how to manage the classroom. He also high-
lighted the sense of survival as a key characteristic of this phase. In the sec-
ondary phase (Stabilisation), teachers gain confidence in their competen-
cies. They make a commitment to the profession and shift the focus from
themselves to meeting the students’ needs and developing their own ed-
ucation style. During the phase he named Experimentation/Activism or
Reassessment/Self-doubts, teachers follow separate scenarios but can also
transfer from one scenario to another. After stabilisation, teachers either
start experimenting with various segments of their work (such as differ-
ent materials, methods, strategies, institutional changes etc.) or exhibit
more negative attitudes to teaching, they experience monotony and self-
doubts about continuing their career as a teacher. During the quaternary
stage (Serenity/Conservatism), teachers also follow separate scenarios but
can transfer from one to another. When experiencing serenity, teachers are
more relaxed, feel self-acceptance and are also less emotionally engaged or
have more relational distance. Under the other scenario, teachers express
greater conservatism, rigidity, a reluctance to accept innovations and com-
plain about different circumstances regarding the education. Near the end
of their teaching career, Huberman (1989, 1997) postulates a gradual with-
drawal and disengagement from work commitments (Disengagement – se-
rene or bitter).
Day et al. (2007) formulated an even more detailed model with six
phases of teachers’ professional development. It differs from Huberman’s
model (1989, 1997) by its different emphasis during the first stage of pro-
fessional development where Day et al. (2007) stressed two sub-groups of
teachers are categorised: a) those developing a sense of efficacy; and b) those
with a reduced sense of efficacy. Both should be motivated to join in profes-
sional development activities to stimulate their active participation. Other
stages have similar emphasises as Huberman’s (1989, 1997) with two groups
of teachers developing: those with a positive attitude to change and teach-
ing, and those focusing more on tensions and disappointment although
Day et al. (2007) concentrated more on the motivation of teachers and oth-
er educators.
Hargreaves provides a denser model (2005). The model focuses more
on the characteristics of teachers in different stages of CPD, such as en-
thusiastic, optimistic and adaptive during the early career, open to chang-
es and confident during mid-career, and tired, resistant and resilient to
change during their later career.
69
how and what to teach and how to manage the classroom. He also high-
lighted the sense of survival as a key characteristic of this phase. In the sec-
ondary phase (Stabilisation), teachers gain confidence in their competen-
cies. They make a commitment to the profession and shift the focus from
themselves to meeting the students’ needs and developing their own ed-
ucation style. During the phase he named Experimentation/Activism or
Reassessment/Self-doubts, teachers follow separate scenarios but can also
transfer from one scenario to another. After stabilisation, teachers either
start experimenting with various segments of their work (such as differ-
ent materials, methods, strategies, institutional changes etc.) or exhibit
more negative attitudes to teaching, they experience monotony and self-
doubts about continuing their career as a teacher. During the quaternary
stage (Serenity/Conservatism), teachers also follow separate scenarios but
can transfer from one to another. When experiencing serenity, teachers are
more relaxed, feel self-acceptance and are also less emotionally engaged or
have more relational distance. Under the other scenario, teachers express
greater conservatism, rigidity, a reluctance to accept innovations and com-
plain about different circumstances regarding the education. Near the end
of their teaching career, Huberman (1989, 1997) postulates a gradual with-
drawal and disengagement from work commitments (Disengagement – se-
rene or bitter).
Day et al. (2007) formulated an even more detailed model with six
phases of teachers’ professional development. It differs from Huberman’s
model (1989, 1997) by its different emphasis during the first stage of pro-
fessional development where Day et al. (2007) stressed two sub-groups of
teachers are categorised: a) those developing a sense of efficacy; and b) those
with a reduced sense of efficacy. Both should be motivated to join in profes-
sional development activities to stimulate their active participation. Other
stages have similar emphasises as Huberman’s (1989, 1997) with two groups
of teachers developing: those with a positive attitude to change and teach-
ing, and those focusing more on tensions and disappointment although
Day et al. (2007) concentrated more on the motivation of teachers and oth-
er educators.
Hargreaves provides a denser model (2005). The model focuses more
on the characteristics of teachers in different stages of CPD, such as en-
thusiastic, optimistic and adaptive during the early career, open to chang-
es and confident during mid-career, and tired, resistant and resilient to
change during their later career.
69
