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.
