Professional Teacher Learning and Development

Postgraduate Thesis uoadl:2776001 686 Read counter

Unit:
Κατεύθυνση Εκπαιδευτική Πολιτική και Διοίκηση της Εκπαίδευσης
Library of the School of Philosophy
Deposit date:
2018-07-03
Year:
2018
Author:
Kontogeorgakou Vasiliki
Supervisors info:
Πασιάς Γεώργιος, καθηγητής Τμήματος Φιλοσοφίας, Παιδαγωγικής και Ψυχολογίας, Τομέας Παιδαγωγικής, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Παπακωνσταντίνου Γεώργιος, Καθηγητής Τμήματος Φιλοσοφίας, Παιδαγωγικής και Ψυχολογίας, Τομέας Παιδαγωγικής, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Παπακωνσταντίνου Αντιγόνη-Άλμπα, Επίκουρη Καθηγήτρια Τμήματος Φιλοσοφίας, Παιδαγωγικής και Ψυχολογίας, Τομέας Παιδαγωγικής, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Original Title:
Επαγγελματική Μάθηση και Εξέλιξη των Εκπαιδευτικών
Languages:
Greek
Translated title:
Professional Teacher Learning and Development
Summary:
“How teachers learn and develop as professionals is a question that has compelled teacher educators and researchers for many years. How do teachers learn to draw upon and use their understandings of subject matter, learning, development, culture, language, pedagogy, and assessment in addressing concrete problems of practice? How do they learn to balance the individual needs of diverse learners with the demands of the curriculum and the goals of the large group? How do they learn to become members of a professional community that works together to improve student learning? How can teacher educators help prospective teachers learn to address the multiple challenges of classroom and school life?” (Hammerness et al., 2005: 358).
Especially in our days, the demands of the knowledge society, the emerging need for quality and effectiveness in educational work, the radical changes in the working framework, have variously affected both the identity of the teachers and the index and procedures of their learning: “New demands for teachers are related to lifelong learning, training and professional development, evolution of the required skills, use of technology, management of heterogeneous classes and employment of innovative activities to the education process." (Caena, 2011a: 3, Pasias, 2012, ref. Pasias, 2016: 46).
Teachers' professional learning can take several forms. Typical forms, like seminars and labs, may serve some purposes whether participation in planning or cooperative observation of lessons and feedback of the teacher on the subject of the development of his lesson can serve some other purposes.
Aim of current research is:
a) to investigate what teachers who work on public secondary schools believe with respect to the various forms of professional learning,
b) to examine the degree of application of various educational learning practices in public secondary schools,
c) to point out discrepancies between beliefs and application
At first the basic concepts related to professional learning have been examined and described: beliefs, expertise, tutorial competence and adaptive expertise. Thereafter the differences between professional development and professional learning have been identified and all parameters related to professional learning of the teachers have been studied. Relevant literature describes four forms of professional learning
1. Personal research
2. Experimentation
3. Reflection
4. Common work
The empirical study which followed collected quantitative data in order to undertake a detailed and comprehensive research of the beliefs of teachers and their practices. The dissertation concluded with the interpretation of the findings and proposals for further research.
Main subject category:
Education - Sport science
Keywords:
beliefs, expertise, tutorial competence, adaptive expertise, professional development, professional learning, personal research, experimentation, reflection, common work
Index:
Yes
Number of index pages:
02
Contains images:
Yes
Number of references:
110
Number of pages:
294
Κοντογεωργάκου_Μάθηση_Εξέλιξη_Εκπαιδευτικών_2018.pdf (2 MB) Open in new window