A Dynamic View of Training for the Professional Development of Teachers.

Autor/inn/en	Imants, J. G. M.; Tillema, H. H.
Titel	A Dynamic View of Training for the Professional Development of Teachers.
Quelle	(1995), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Beginning Teachers; Elementary Secondary Education; Faculty Development; Foreign Countries; Higher Education; Inservice Teacher Education; Learning Processes; Learning Theories; Preservice Teacher Education; Self Efficacy; Student Educational Objectives; Student Teachers; Teacher Attitudes; Teacher Improvement; Teaching Models; Netherlands + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Learning process; Lernprozess; Learning theory; Lerntheorie; Lehramtsstudiengang; Lehrerausbildung; Self-efficacy; Selbstwirksamkeit; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerverhalten; Lehrmodell; Niederlande
Abstract	The aim of this paper is to develop a dynamic view of training and professional development of teachers, focusing particularly on the training of less effective and innovative teachers and on the relationship between teachers' self-efficacy and teacher learning. Teachers' self-efficacy is regarded as the extent to which teachers expect they can affect student learning and can change in response to information from a given task or observation of a successful model. Low self-efficacy prevents teachers from adapting new ideas, concepts and teaching practices that they learn about informally in their daily environment or in formal training sessions, while high self-efficacy teachers will be open to experiment with and reflect on new teaching concepts and to incidental and informal learning opportunities within their daily task environment. Self-efficacy also affects how long teachers will persist in experimentation with new practices in the face of implementation problems in the classroom. Several models for teacher learning and development are discussed, including concept-based, experience-based, and teacher-as-researcher. Training is considered successful when the provided knowledge "provokes," stimulates, and guides teachers to use and integrate new concepts and skills. The paper concludes that training can be used to acquaint teachers with central concepts or new teaching perspectives, and to provide a means for developing and trying out these perspectives. Assessment of a teacher's self-efficacy will affect the acceptance and use by the teacher of the training concepts; evaluation and feedback are necessary conditions for teacher training and development. Finally, the "confusion" of teachers' existing, internalized concepts and beliefs with "conflicting" externally provided training concepts stimulates and challenges teachers to change routines and to experiment with new insights and skills. (ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC