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E309 Block 4 Week 20 - Coggle Diagram
E309 Block 4 Week 20
England: professional development is mostly attached to the five in-service (or INSET) days held throughout the year, and teachers would be unlikely to view these as ‘voluntary’ activities.
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Australia: ‘Teaching is forever an unfinished profession. Thus, professional development is intrinsic to the vocation of teachers’ (Grundy and Robinson, 2004, p. 146).
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I think: Countries with no legal CPD requirements may be giving schools autonomy. Stipulating a minimum amount and ticking the box is shit
Role Models
TAs
‘in many parts of the world this support role and pathway to becoming a teacher are less familiar or unknown’ (2018, p. 172)
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Niue, a small Pacific island 100% female Russian Federation 99% female.
one hand girls need female teachers...but do remember a female teacher may have same gender assumptions and many male heads. On other hand whining boys not having role models in countries where more women
In many parts of the world girls do not go to secondary school so wouldn't be qualified to be a teacher!
Sierra Leone
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TAs selected by communities to help at schools, another chance at their own education and then become teachers
Ebola 2014= closure of all schools for almost a year, and the deaths of many teachers and school leaders. In 2014, 41% of Sierra Leonean young people between the ages of 15 and 24 had not completed primary education (Education Policy and Data Center 2014).
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A survey of teachers and principals from across 34 countries (OECD, 2016) determined that supporting teachers’ knowledge base is positively associated with teachers’ self-efficacy (p. 120), their satisfaction towards their current employment and their attitude towards teaching profession as a whole.
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Sub-Saharan Africa..
2 yrs study= certificate of education (can teach primary school).
3yrs study = a diploma,(can teach in a secondary school,) and 4yrs study= Bachelor in Education degree.
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Schön’s (1983) concepts of ‘reflection in action’ and ‘reflection on action’. The key premise is that if you are reflecting on something that is happening in the present ‘in action’ you have the opportunity to change it, while reflecting after the event (on-action) should have the purpose of informing you of what you could have done ‘in action’.
crucial- professional development learning should be situated and context-driven; it is not just a transfer of ideas or strategies of what works well elsewhere. It is not simply a case of adopting another teacher’s style or, despite the approach taken by many governments, picking up another country’s system whole-scale, with little regard for cultural differences and imposing changes on teachers.
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effective professional development can take the essence of what works well and for it be tailored to a new setting, and one which is culturally relevant.
Dr. Pasi Sahlberg (Finnish guy) AV - football analogy/ triangle - human, social and decisional capitals = professional capital
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