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Teacher Development

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Foteini evangelidou

on 1 April 2014

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Transcript of Teacher Development

Teacher Development
-D-imensions of teacher development
Teachers' development is fundamentally related with Attitudinal, Functional, Intellectual and Motivational Development.
So, in my opinion, every practice should focus on these dimensions of Development too.
-e-xreriencing self as learner
Learning processes play a very important role in teachers' professional development. Everyone , who wants to teach other people, should first take the role of the STUDENT. So, teachers could attend workshops, seminars, courses, which are related to their profession.
-V-ia Journal writing
Journal writing is found with evidence to be a very helpful way for self development. By writing, everyone can investigate himself and discover his abilities and weaknesses. Journal writing offers the opportunity for deep self-reflection, which is necessary for every teacher who wants to become better.
-E-ngaging in informal dialogue with peers
Peers are significant allies. They can contribute to the efforts of professional development. By sharing experiences, ideas and opinions, a teacher could enhance the background changing in a more creative and effective way.
There is a lot of precious literature (journals, evidenced-based papers, thesis papers), written by discrete scientists and researchers. Studying this kind of literature could enrich teachers' knowledge and inspire them to try new and more effective practices.
Observation is a very helpful "tool" for teachers' development. A teacher could visit other schools, observe other teachers and students or he could be observed by other teachers. After observation, all capabilities, limitations, problems, successes, innovative ideas and a lot of thinking and reflection will emerge.
Mentoring could benefit teachers in multiple ways such as: gaining constructive feedback on their own teaching, gaining experience in peer supervision and in educational consultancy and gaining curriculum management expertise.
Any kind of theoretical approach could not be affect teachers' development if there is not experimentation. Trials and errors can provide teachers the opportunity to test their theoretical knowledge in practice. Actions help teachers to solve problems and to find the components of effective learning processes.
Individual research is required if a teacher tries for processional development. Research could make teachers more confident to try new things in order to find what is appropriate for students; learning processes. Moreover, self-direction can highly motivate the teachers to deal with new ideas.
-N-etwork of teachers
There are many factors which make Networks of teachers a meaningful source of professional development. Collaboration, knowledge sharing, modern, technology-supported and high-qualitative pedagogical practices ideas, interactive media, flexibility, peer support and trust are significant characteristics of Networks of teachers that promote development.
-T-hinking routines
Teacher Development is a vital factor for an effective and conscientious teacher, who wants and tries the best for his students.
There are many types of Professional Development. In the following steps I am going to present the practices which I think that could help me and my colleagues for enhancing my teacher identity.
So, what is teacher D-E-V-E-L-O-P-M-E-N-T for me?
Teacher Development is defined as " The process whereby teachers\ professionality and or/ professionalism may be considered to be enhanced". (Evans, 2002)
Professional Development is a
personal decision
for every teacher. The previous practices are my individual choices, which I think that could influence me to change in a better and more creative way.
I suggest every teacher to find and try those development practices which could make them not only better teachers but also better persons.
Evans, L. (2002). What is Teacher Development?. Oxford review of Education, Vol. 28, No. 1.
Fischer, D. & Andel, L. (2002). Mentoring in Teacher Education - towards innovative school development. 27th annual Conference of ATEE, Poland
Lieberman, A. (1995). Practices that Support Teacher Development: Transforming Conceptions of Professional Learning. INNOVATIVE AND EVALUATING SCIENCE EDUCATION: NSF EVALUATION FORUMS 1992-94, Division of Research, Evaluation and Dissemination.
Ryymin, E., Lallimo, J. $ Hakkarainen, K. (2007). Teachers' professional development in a community. eleed, Vol. 4.
Sherrington, T. (2013). Teachers as researchers: the ultimate form of professional development?. Guardian Professional
OECD. (2009). Creating Effective Teaching and Learning Environments. First results from TALLIS.
We make a lot of thinking during a day. Visible thinking is a way to understand not only what other people think, but also to discover ourselves. Visible thinking routines are very helpful practices to understand our students and to reflect on our thinking too. Comprehending our students and ourselves is necessary for our development and professional progress.
Thank you for your time!!!

Evangelidou Foteini
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