The Bell Educational Trust:Bilgi Conference 2010

Reflecting on Reflection Let’s talk about it

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My professional history

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Reflecting on Reflection Let’s talk about it

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Continuous Professional Development

• Initial qualifications

• Further development activities

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Your professional development

• Talk to the person next to you for 2 or 3 minutes

– Describe a development activity you have taken part in which has influenced your teaching practice

– How did it change it?

– Why did it change it?

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Transmission Models

• The Training Model

• The Award-Bearing Model

• The Deficit Model

• The Cascade Model

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Features

• Delivered by an expert• Supports a skills-based view of

teaching• Standard-based• Participants are often passive• Possibly quality assurance rather

than developmental

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Transitional Models

• Work-based, Standards Model

• The Coaching \ Mentoring Model

• The Community of Practice Model

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Features

• Context specific

• Interpersonal relationships

• Supportive professional dialogues

• Supporting intellectual development

• Mutual accountability

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Transformative Models

• The Action Research Model

• The Transformative Model

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Features

• Teacher active

• Allow teachers to ask critical questions

• Increases transformative practice

• Increases professional autonomy

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Reflection

• It’s hard

• It’s a skill

• It’s isolating

• It’s admitting weaknesses

• I don’t have any ideas

• I don’t like it

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• ‘Sum total of individual knowledge and experience is enhanced significantly though collective endeavour’

• Kennedy. A (2005)

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Interesting reading

• Hoban, G.F. (2002) Teacher Learning in Educational Change. Buckingham: Open University Press

• Kennedy, A. (2005) Models of continuous professional development: a framework for analysis. Journal of in-Service Education, Vol 31.

• Wenger (1998) Communities of Practice: Learning, meaning and identity. Cambridge: Cambridge University Press