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New Directions in Teacher Learning
Why the increased interest in teacher learning? Linda Darling-Hammond (1998), noting that teacher knowledge in an era of reform must be deep and sophisticated, says that learning opportunities for teachers must be more powerful than simply reading and talking about new ideas. "Teachers learn best by studying, doing, and reflecting; by collaborating with other teachers; by looking closely at students and their work; and by sharing what they see."
This kind of learning requires close links between theory and practice. Questions and problems that arise in real-world settings are most meaningful and compelling for teachers; at the same time, resolving those issues requires not just trial-and-error experimentation, but disciplined inquiry in which teachers are the key players.
For many schools, this means that staff-development programs must significantly change. Traditionally, when a teacher has a problem, he or she asks the staff developer for information. The staff developer then searches for an expert on the topic who will present a workshop. However, often the teacher is still left without sufficient answers because of the broad scope that the structure of a workshop necessitates (Oelklaus 1999). Surveys conducted by the Texas Association for Supervision and Curriculum Development and other Texas education groups found that "teachers were furious with professional development as they knew it," characterizing it as too theoretical. Teachers wanted practical knowledge of how to deal with parents and students, and training in subjects such as student motivation and discipline, as well as new technology.
How can administrators ensure that staff-development programs are focusing on teachers and presenting real-world issues? Dennis Sparks (1997) suggests that successful staff-development programs are built around high standards, are job-embedded, and focus on content and content-specific teaching methods. If a school's goal is for students to become active learners, Sparks says, then, to teach effectively, teachers themselves must be active learners.
Darling-Hammond takes this idea one step further, recommending that teachers be knowledgeable about all types of learning, and be willing to practice them, so they can identify the learning needs of a diverse group of students. Oelklaus suggests that teachers seek out professional development through technology by joining a network of education professionals who email each other for help and ideas.
The issue of time may also play a crucial role in teacher learning, not only because of its scarcity but because it has deep psychological meanings (James Bruno 1997). Time is a fundamental resource in structuring lives, a kind of personal currency that is strictly finite and jealously guarded. Older teachers, in particular, will think very carefully before investing their time in a project, often foregoing extra pay for summer work in order to keep control of their time. Thus, effective staff development must involve activities that teachers see as important enough to merit the time investment.
Another crucial element in teacher learning is a focus on student achievement. As standards play an increasingly important role in driving instructional efforts, schools are starting to measure their success by outputs rather than inputs. Thus, improving teacher skills will no longer be a sufficient rationale for staff development. The bottom line will be whether teacher learning leads to greater student learning. The College Corner |
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