Designing Professional Development for Teacher Change


Harry Fletcher-Wood

Introduction

This paper reviews the existing evidence around professional development to argue for the importance of an underlying theoretical model teacher educators can use. 

The current evidence provides a list of ingredients, but does not allow teacher educators to create a full meal. Teacher educators need to understand the underpinning mechanisms in training which lead teachers to change their practice.

Harry Fletcher-Wood
Associate Dean

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Contents

1. Introduction and approach
 - The consensus view
 - What is the consensus view?
 - Theoretical problems with the consensus
 - Practical problems with the consensus

2. Planning from need
 - Setting a clear goal
 - Identifying clear needs
 - Aligning professional development to goals and needs

3. Designing learning for teachers
 - Be domain and context specific
 - Treat novices and experts differently

4. Designing training for teachers
 - Deliberate practice
 - Gaining insight
 - Coaching

5. Preparing pragmatically
 - Attrition and attention
 - Systems and coherence

6. References

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This article originally appeared on the website of the Institute for Teaching. In March 2019 the Institute for Teaching merged with Ambition School Leadership to form Ambition Institute.

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