Advertisement

Teacher Decision Making: Teacher Learning

  • Kathleen Smith
Chapter
Part of the Self-Study of Teaching and Teacher Education Practices book series (STEP, volume 18)

Abstract

This chapter provides insights into the nature of teacher learning, in particular the thinking and actions that characterise teacher self-directed learning. The chapter illustrates that when teachers are supported to work as self-directed learners, they are allowed to work in very different ways to accepted PD experiences. In these conditions, it becomes possible to capture changes in teacher thinking and actions over time revealing the tacit knowledge of practice that teachers use everyday. This knowledge becomes explicit in ways which illustrate how such thinking shapes teachers’ practice and how they make sense of their experiences to construct professional knowledge.

Keywords

Professional Practice Professional Learning Oral Language Teacher Learning Behavioural Objective 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Huffman, D., Thomas, K., & Lawrenz, F. (2003). Relationship between professional development, teachers’ instructional practices, and the achievement of students in science and mathematics. School Science and Mathematics, 103(8), 378–387.CrossRefGoogle Scholar
  2. Loughran, J. (2010). What Expert teachers do - enhancing professional knowledge for classroom practice. Crows Nest: Allen & Unwin.Google Scholar
  3. McBer, H. (2001). Research into teacher effectiveness early professional development of teachers (Vol. 68, p. 69). Norwich: Department for Education and Employment.Google Scholar
  4. Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407. doi: 10.3102/0034654311413609.CrossRefGoogle Scholar
  5. Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  6. Shakouri, N., & Mirzaee, S. (2014). Behavioral objectives and standards movement revisited. Advances in Language and Literary Studies, 5(1), 89–94.Google Scholar
  7. Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2008). Teacher professional learning and development. Wellington: New Zealand Ministry of Education.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2017

Authors and Affiliations

  • Kathleen Smith
    • 1
  1. 1.Faculty of EducationMonash UniversityMelbourneAustralia

Personalised recommendations