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The Paradigm Shift inTeacher Education & CPD
Deena BoraieThe American University in
Cairo, Egypt
Teacher Learning
Teacher learning is influenced by individual psychological factors
Research has shown that factors such as motivation, professional identity, self-efficacy and teacher autonomy affect teachers’ capacity to learn and actively apply knowledge and skills.
(Teachers’ Professional Development, EU, 2010)
Initial Teacher Education:Effective Programs
Provide opportunities to participate in collaborative reflectionPrepare teachers to create their own support networks and COPsTeach personal skills such as self-regulation and stress management in teaching practice courseDevelop in teachers a commitment to life-long learning
Initial Teacher Education:Effective Programs (2)
Help teachers learn how to access professional development opportunitiesMotivation strategies used by faculty and their attitudes towards their own practice and the professionUse of discussions rather than lecturing and more emphasis on practice rather than theoryIntroduce teachers to recent research that is relevant to good classroom practice
Initial Teacher Education:Effective Programs (3)
Encourage teachers to read research critically and question conclusionsEnsure teachers understand their role within the wider school communityEnsure teachers have a clear understanding of the personal & professional conduct of a teacherEnsure teachers understand the ethics of the teaching profession and how to handle challenging ethical issues
Changing Environment of Teaching• With the advent of new information and communication technologies
and in a knowledge-based society for teachers to remain competitive and employable they must continually develop their knowledge and skills.
Teaching as a Profession• As with any other modern profession, teachers assume greater responsibility
for their own PD. While educational institutions are expected to provide PD opportunities they cannot be relied on to provide all the PD needed..
Change from Training to Learning • In the 1990s and in some contexts until recently, PD was
based on a training paradigm: a deficit-mastery model and one-shot programs
Paradigm Shift in CPD
Difficult to link gains in student learning to CPD and impact of teacher learning on student achievement may not be immediate. Studies show strong effects of PD on teachers’ practice and student learning.
OECD TALIS (2013) results: teachers participating in PD at least 5 times/year reported higher self-efficacy.
(Wei et al., 2009)
What does the research say about CPD?
The more time, the betterYoon et al (2007) found that PD that had a
positive impact on achievement ranged between 30 and 100 hours in a school
year, with an average of 49 hours.Time for professional learning and
collaboration must be built into teachers’ working hours
(Wei et al., 2009)
Research and CPD
CPD activities should be embedded in teachers’ contexts
Several studies have shown that teachers’ practices and effectiveness change when they engage in group activities such as:
• peer observations of classrooms• analyzing student work and student data• developing study groups• professional learning communities within the school
and beyond (Wei et al., 2009)
Research and CPD
The role of school leaders influences team and individual teachers’ learning
Research has shown that: a) teacher participation in decision-making; b) schools creating opportunities for professional learning; c) intensity of teacher collaboration have positive effects on teachers’ motivation and commitment to change
(Teachers’ Professional Development, EU, 2010)
Technology can support PD
Online professional development has many advantages
Research and CPD
Systematic and strategic approaches are needed at the national level to engage
teachers in CPD
Countries should have in place national policies and standards that demonstrate expectations that all teachers engage in effective PD. The PD strategies implemented must match the stage of development of a school or national education system
(Teachers’ Professional Development, EU, 2010; Villegas-Reimers, UNESCO, 2003)
Research and CPD
