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    The Trade For Teachers

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    Peter Campilan

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    © All Rights Reserved
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    The Trade For Teachers

    Uploaded by

    Peter Campilan
    6 views1 page

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    6 views1 page

    The Trade For Teachers

    Uploaded by

    Peter Campilan

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 1

    The teacher as a reflective practitioner has become one of the most consistent themes of teacher

    development. For Dewey (1933) and Schön (1987), reflective thinking is not just post-active in nature
    but proactive and interactive as well. When reflection is done, teachers can appreciate that the nature
    of their work engages them in a recursive cycle of reflective thinking that involves planning, acting and
    reflecting (Lasley II, Matczynski, and Rowley 2002.)

    Likewise, Lasley II et al. advocate peer coaching a professional development model representative of the
    observation and assessment category of professional development. Virtually, this is a relationship
    between two or more teachers commited to providing technical and psychological help for the
    improvement of instruction and the development of student learning. Presented below are the three
    phases of the cycle of reflective practice for peer coaching.

    1. Planning- the focus of the observation, selecting the observation methodology, and negotiating
    the role of the participants.
    2. Acting- observing the teaching and learning episodes and making the record of evidence.
    3. Reflecting- interpreting the observation record, making meaning, planning for new action, and
    identifying new foci.

    Knowledge of learners and their characteristic

    General pedagogical knowledge- with special preference to the broad principles and strategies of
    classroom management and organization that appear to transcend subject matter

    Knowledge of educational context- ranging from the workings of the group or classroom to the
    governance of financing of school districts to the character of communities and cultures

    Curriculum knowledge- with a particular grasp of the materials and programs that serve as the tails of
    the trade for teachers

    Knowledge of educational ends, purpose, and values and their philosophical and historical grounds

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