teacher learning by melissa eubank. teacher learning “if teachers are to prepare for an ever more...

Teacher LearningTeacher Learning

By Melissa EubankBy Melissa Eubank


““If teachers are to prepare for an ever If teachers are to prepare for an ever more diverse group of students for more more diverse group of students for more challenging work… they will need challenging work… they will need substantially more knowledge and substantially more knowledge and radically different skills than most have radically different skills than most have and most schools of education now and most schools of education now develop.”develop.”


This chapter…This chapter… Considers the kinds of learning opportunities Considers the kinds of learning opportunities

available to teachers.available to teachers. Analyzes these opportunities from the Analyzes these opportunities from the

perspective of what is known about ways to perspective of what is known about ways to help people learn.help people learn.

Teacher Learning Teacher Learning

Relatively new as a research topic, so Relatively new as a research topic, so there is not a lot of data on it.there is not a lot of data on it.

Most of the research is in the form of Most of the research is in the form of case studies.case studies. These case studies are based on the These case studies are based on the

assumption that what is known about assumption that what is known about learning applies to teachers as well as to learning applies to teachers as well as to their students.their students.


Opportunities for Practicing TeachersOpportunities for Practicing Teachers Quality of Learning OpportunitiesQuality of Learning Opportunities Action ResearchAction Research Preservice EducationPreservice Education

Opportunities for Opportunities for Practicing TeachersPracticing Teachers

““Understanding teachers opportunities for Understanding teachers opportunities for learning-including the constraints on learning-including the constraints on teachers’ time- is important for teachers’ time- is important for developing a REALISTIC picture of developing a REALISTIC picture of possibilities for lifelong learning.”possibilities for lifelong learning.”

Opportunities For Opportunities For Practicing TeachersPracticing Teachers

Learn from their own practice.Learn from their own practice. Learn through interactions with other teachers.Learn through interactions with other teachers. Learn from teacher educators in their schools, Learn from teacher educators in their schools,

in degree programs, and in teacher in degree programs, and in teacher enhancement projects.enhancement projects.

Learn from graduate programs.Learn from graduate programs. Learn from sources outside of the classroom.Learn from sources outside of the classroom.


Learn from their own Practice.Learn from their own Practice. By teaching in their own classrooms…By teaching in their own classrooms…

Teachers gain new knowledge and Teachers gain new knowledge and understanding of their students, schools, understanding of their students, schools, curriculum and instructional methods.curriculum and instructional methods.

Teachers learn through creating journals, essays, Teachers learn through creating journals, essays, classroom studies and by students asking classroom studies and by students asking questions and the teacher answering them.questions and the teacher answering them.


Teachers learn through their interactions Teachers learn through their interactions with other teachers.with other teachers. FormalFormal InformalInformal


Formal Mentoring is when an experienced Formal Mentoring is when an experienced teacher takes a new teacher under their wing teacher takes a new teacher under their wing to provide insight and advise. to provide insight and advise.

Some Administrators are recognizing the Some Administrators are recognizing the expertise in their schools and are encouraging expertise in their schools and are encouraging teachers to share it as inservice presenters. teachers to share it as inservice presenters.

Examples:Examples: MassachusettsMassachusetts Workshops Workshops


MassachusettsMassachusetts Massachusetts recognizes the inservice Massachusetts recognizes the inservice

programs as professional learning for these programs as professional learning for these teachers who are sharing their expertise teachers who are sharing their expertise (inservice presenters) and are awarding (inservice presenters) and are awarding them with “professional development points” them with “professional development points” for their time.for their time.


WorkshopsWorkshops Teachers teach outside of their schools at Teachers teach outside of their schools at

workshops where they share their workshops where they share their knowledge with other teachers.knowledge with other teachers. Examples: (Workshops in instructional methods, Examples: (Workshops in instructional methods,

materials and content)materials and content) Physics Teacher Resource Agent Project of the Physics Teacher Resource Agent Project of the

American Association of Physics TeachersAmerican Association of Physics Teachers Woodrow Wilson FellowsWoodrow Wilson Fellows


Informal mentoring occurs through Informal mentoring occurs through conversations in hallways, teachers’ conversations in hallways, teachers’ rooms, and other school settings.rooms, and other school settings. Teachers also learn through the supervision Teachers also learn through the supervision

of their classrooms by for example the of their classrooms by for example the principle.principle.


Teachers learn in graduate programs.Teachers learn in graduate programs. Some schools require a master’s degree or Some schools require a master’s degree or

continuing educations to keep their certification.continuing educations to keep their certification. Most school districts tie in teachers’ salaries to their Most school districts tie in teachers’ salaries to their

level of education. (i.e. Fort Worth)level of education. (i.e. Fort Worth) Usually, but not always, teachers take graduate Usually, but not always, teachers take graduate

courses in education rather than their subject area courses in education rather than their subject area because they are more likely to be taught after because they are more likely to be taught after school hours or during the summer.school hours or during the summer.


Teachers learn from sources outside the Teachers learn from sources outside the classroom.classroom. Roles as parents: Learn about intellectual Roles as parents: Learn about intellectual

and moral development.and moral development. Coaching and other youth-related work in Coaching and other youth-related work in

their communities: Learn more hand-on their communities: Learn more hand-on forms of instruction.forms of instruction.


If measured in financial terms, overall, If measured in financial terms, overall, there are too few opportunities available there are too few opportunities available to teachers to continue their education.to teachers to continue their education. There is a minimal public investment in There is a minimal public investment in

continued teacher education. Most school continued teacher education. Most school districts spend 1-3 percent of their budgets districts spend 1-3 percent of their budgets on professional development.on professional development. In the corporation world and in schools in other In the corporation world and in schools in other

countries this lack of investment in personnel is countries this lack of investment in personnel is unheard of.unheard of.

Quality of Learning Quality of Learning OpportunitiesOpportunities

Learner-Centered EnvironmentsLearner-Centered Environments Knowledge-Centered EnvironmentsKnowledge-Centered Environments Assessment-Centered EnvironmentsAssessment-Centered Environments Community-Centered EnvironmentsCommunity-Centered Environments (Chapter 6 – Patty)(Chapter 6 – Patty)


Learner-Centered EnvironmentsLearner-Centered Environments Attempt to build on the strengths, interests, and Attempt to build on the strengths, interests, and

needs of the learners.needs of the learners. Efforts in teacher learning fall short in this regard.Efforts in teacher learning fall short in this regard. Usually the required lectures and workshops to not meet Usually the required lectures and workshops to not meet

the teachers needs.the teachers needs. 2/3 of U.S. teachers state they have no say in what or how 2/3 of U.S. teachers state they have no say in what or how

they learn in the professional development opportunities they learn in the professional development opportunities provided by their schools.provided by their schools.

Example: Example: Ellen and MollyEllen and Molly Minds on PhysicsMinds on Physics WTEPBWTEPB


Ellen and MollyEllen and Molly Ellen: 25-year experienced English teacher Ellen: 25-year experienced English teacher

with a masters. For her continuing education with a masters. For her continuing education she wants to have meetings with other faculty she wants to have meetings with other faculty to develop curriculum.to develop curriculum.

Molly: 2Molly: 2ndnd year science teacher who is mainly year science teacher who is mainly concerned with classroom management and concerned with classroom management and must master that before she can think about must master that before she can think about developing curriculum.developing curriculum.

These two ladies have different needs for These two ladies have different needs for becoming better teachers.becoming better teachers.


Minds on Physics.Minds on Physics. A professional development project where the 37 A professional development project where the 37

teachers there taught at different levels, in different teachers there taught at different levels, in different settings and had different undergraduate majors. settings and had different undergraduate majors. They also had different amounts of graduate studies They also had different amounts of graduate studies and ranged from new teachers to teachers who had and ranged from new teachers to teachers who had taught for 30 years. taught for 30 years.

The development team and evaluators realized they The development team and evaluators realized they didn’t have the resources to meet all the needs of didn’t have the resources to meet all the needs of the individual teachers.the individual teachers.


Wisconsin Teacher Enhancement Wisconsin Teacher Enhancement Program in Biology (WTEPB).Program in Biology (WTEPB). Provides professional development Provides professional development

opportunities that change as the teachers opportunities that change as the teachers become more expert in teaching science.become more expert in teaching science.


Knowledge-Centered EnvironmentsKnowledge-Centered Environments Ideally teacher learning would focus on pedagogy with the Ideally teacher learning would focus on pedagogy with the

content of various disciplines, but the opportunities fall short.content of various disciplines, but the opportunities fall short. Workshops for teachers often focus on generic pedagogy.Workshops for teachers often focus on generic pedagogy. The knowledge taught by teachers to teachers is often not The knowledge taught by teachers to teachers is often not

supported by research about learning.supported by research about learning. Helping teachers Helping teachers rethink their subject matterrethink their subject matter as well as as well as

teaching strategies is very important for teachers to be able to teaching strategies is very important for teachers to be able to continue their education but can be very difficult.continue their education but can be very difficult.

Examples:Examples: Mrs. OMrs. O Minds on PhysicsMinds on Physics Professional Development projects, SummerMathProfessional Development projects, SummerMath Project SEEDProject SEED


Mrs. O – teaches mathMrs. O – teaches math Attended several workshops that introduced her to Attended several workshops that introduced her to

new teaching techniques and so she made changes new teaching techniques and so she made changes in her teaching to fit the new teaching methods. in her teaching to fit the new teaching methods.

After attending these workshops she saw her After attending these workshops she saw her learning as complete and stopped short of rethinking learning as complete and stopped short of rethinking her knowledge of mathematics. her knowledge of mathematics.

She saw no need for additional education in her She saw no need for additional education in her subject matter mainly because of the workshops she subject matter mainly because of the workshops she attended.attended.

The Workshops provided her only with teaching The Workshops provided her only with teaching techniques not with deeper understanding of math.techniques not with deeper understanding of math.


Minds on Physics.Minds on Physics. This professional development project provide This professional development project provide

teachers with new teaching methods which the teachers with new teaching methods which the teachers then implemented into their classrooms. teachers then implemented into their classrooms.

However, their fundamental beliefs about their However, their fundamental beliefs about their students and about the purpose of high school students and about the purpose of high school physics did not change.physics did not change. They continued to provide students with an overview of They continued to provide students with an overview of

physics with the thought that their students would never physics with the thought that their students would never take another physics class again.take another physics class again.


However, in several professional development projects However, in several professional development projects for teachers the teachers learn how to teach a subject for teachers the teachers learn how to teach a subject by focusing on their own experiences as learners.by focusing on their own experiences as learners.

SummerMathSummerMath Teachers solve mathematics problems together or participate Teachers solve mathematics problems together or participate

in authorizing texts. Also write case studies about their in authorizing texts. Also write case studies about their students mathematics learning.students mathematics learning.

This allows them to engage in their own subject matter This allows them to engage in their own subject matter knowledge.knowledge.

Project SEEDProject SEED Elementary school teachers were provided opportunities to Elementary school teachers were provided opportunities to

learn about science content and pedagogy by working with the learn about science content and pedagogy by working with the curriculum kits they would be using in their own classrooms.curriculum kits they would be using in their own classrooms.


Why is it so difficult for teachers to rethink their Why is it so difficult for teachers to rethink their subject matter?subject matter? Learning means being vulnerable and taking risks, Learning means being vulnerable and taking risks,

and this is not how teachers see their role. They and this is not how teachers see their role. They worry about admitting that they don’t know or worry about admitting that they don’t know or understand fearing how their administrators or how understand fearing how their administrators or how other teachers will react.other teachers will react.

Also teachers know that they can affect students’ Also teachers know that they can affect students’ learning and are used to being in control. So the learning and are used to being in control. So the thought encouraging students to explore issues in thought encouraging students to explore issues in their subject matter and then a student asking a their subject matter and then a student asking a question that the teacher may not know can be very question that the teacher may not know can be very threatening.threatening.


Assessment-Centered EnvironmentsAssessment-Centered Environments Provide opportunities for learners to test their Provide opportunities for learners to test their

understanding by trying out things and receiving understanding by trying out things and receiving feedback.feedback.

Importance of classroom based feedback…Importance of classroom based feedback… Teachers find out if ideas workTeachers find out if ideas work

““Exceptional Kids”Exceptional Kids” Realizing errorsRealizing errors

Report from researchersReport from researchers Reflect and improve aspects of teachingReflect and improve aspects of teaching

Certification Programs-Billie HicklinCertification Programs-Billie Hicklin


Finding out if Ideas work… “Exceptional Kids”Finding out if Ideas work… “Exceptional Kids” A first grade teacher, Mazie Jenkins, was told that A first grade teacher, Mazie Jenkins, was told that

first graders could solve addition and subtraction first graders could solve addition and subtraction word problems without being taught the procedures. word problems without being taught the procedures. When she saw proof in a video she exclaimed that When she saw proof in a video she exclaimed that the 5-year olds were exceptional, but when she tried the 5-year olds were exceptional, but when she tried out a word problem on her kids with no instruction out a word problem on her kids with no instruction on how to solve it they could solve it on their own on how to solve it they could solve it on their own too. She learned that while she would have taught too. She learned that while she would have taught the word problem as a standard subtraction problem the word problem as a standard subtraction problem and there being no other way of solving it, most of and there being no other way of solving it, most of her students spontaneously generated the problem her students spontaneously generated the problem as an addition problem.as an addition problem.


Realizing errors…Realizing errors… Researcher came up with some ideas and theories for Researcher came up with some ideas and theories for

teaching and while they were familiar with the material teaching and while they were familiar with the material they found it difficult to implement the ideas into local they found it difficult to implement the ideas into local classrooms. They needed to get feedback from classrooms. They needed to get feedback from teachers on their ideas in order to correct their errors. teachers on their ideas in order to correct their errors. The researchers realized they had not been clear The researchers realized they had not been clear about the procedures on how to implement the new about the procedures on how to implement the new idea for teaching in to the classroom. Without idea for teaching in to the classroom. Without feedback they could have never fixed this problem and feedback they could have never fixed this problem and wouldn’t know what was wrong.wouldn’t know what was wrong.


Certification programs are being developed to Certification programs are being developed to help teachers reflect on and improve their help teachers reflect on and improve their practice. Teachers preparing for certification practice. Teachers preparing for certification ask peers to provide feedback on their ask peers to provide feedback on their teaching. This helps them to focus on aspects teaching. This helps them to focus on aspects of their teaching that they might not have of their teaching that they might not have noticed. noticed. Billie HicklinBillie Hicklin

Seventh Grade teacher in NC who participated in the Seventh Grade teacher in NC who participated in the National Board certification process.National Board certification process.

Found that the structured reflection that was required made Found that the structured reflection that was required made her make significant changes in her teaching.her make significant changes in her teaching.


Community-Centered EnvironmentsCommunity-Centered Environments Involve norms that encourage collaboration and Involve norms that encourage collaboration and

learning.learning. An approach that involves peers working and An approach that involves peers working and

learning together and teachers’ participation in learning together and teachers’ participation in educational research and practice.educational research and practice. Frederickson and White “video clubs”Frederickson and White “video clubs” Annenberg Critical Friends ProjectAnnenberg Critical Friends Project

Some communities are supported by school Some communities are supported by school districts.districts.

Teachers and collaborative discussions give way to Teachers and collaborative discussions give way to reflection of student understanding. reflection of student understanding. Holt High SchoolHolt High School


Frederickson and White “video clubs”.Frederickson and White “video clubs”. Teachers share tapes of lessons they have Teachers share tapes of lessons they have

taught and discuss the strengths and taught and discuss the strengths and weaknesses of what they see.weaknesses of what they see.

Allows them to see the successes and Allows them to see the successes and failures with pedagogy and curriculum failures with pedagogy and curriculum develpoment.develpoment.


Annenberg Critical Friends ProjectAnnenberg Critical Friends Project Led by a teacher and/or coach who is Led by a teacher and/or coach who is

trained in process skills and diverse ways of trained in process skills and diverse ways of looking at student work.looking at student work. Involve issues such as…Involve issues such as…

““What is good work?”What is good work?” ““How do we know?”How do we know?” ““How do we develop shared standard for good work?”How do we develop shared standard for good work?”


At Holt High school everyday these two algebra At Holt High school everyday these two algebra teachers got together to discuss and agree on teachers got together to discuss and agree on what to and how to teach their students next. what to and how to teach their students next. They were trying to create new functions-based They were trying to create new functions-based approaches to teaching algebra. Discussing approaches to teaching algebra. Discussing this caused them to reflect on student this caused them to reflect on student understanding and reflection on the texts of understanding and reflection on the texts of specific algebra problems.specific algebra problems. Also this allows for students in different classrooms Also this allows for students in different classrooms

to get the same level of education in algebra.to get the same level of education in algebra.

Action ResearchAction Research

Represents another approach to enhancing teacher learning by Represents another approach to enhancing teacher learning by proposing ideas to a community of learners. proposing ideas to a community of learners.

Active engagement in research on teaching and learning.Active engagement in research on teaching and learning. Action research is another approach to professional development Action research is another approach to professional development

in which teachers typically spend 1 or more years working on in which teachers typically spend 1 or more years working on classroom-based research projects.classroom-based research projects.

Contributes to sustained teacher learning and becomes a way for Contributes to sustained teacher learning and becomes a way for teachers to teach other teachers.teachers to teach other teachers.

Examples:Examples: PTARGPTARG Expertise levelExpertise level UnfortunatesUnfortunates


PTARG- Physics Teacher Action Research PTARG- Physics Teacher Action Research GroupGroup Practice a form of action research called enhanced Practice a form of action research called enhanced

normal practice.normal practice. In regular group meetings the teachers discuss their In regular group meetings the teachers discuss their

students’ work. students’ work. Between meetings they try out the teaching and Between meetings they try out the teaching and

curricular ideas form the group and then give curricular ideas form the group and then give feedback the a the next meeting.feedback the a the next meeting.

This gave way to a better teaching and deeper This gave way to a better teaching and deeper understanding of their subject area.understanding of their subject area.


Action research can be work around the level Action research can be work around the level of expertise of the teachers needs. of expertise of the teachers needs.

Actions research is set in a social situation so Actions research is set in a social situation so the teachers’ beliefs about learning, their the teachers’ beliefs about learning, their students, and their conceptions of themselves students, and their conceptions of themselves as learners are examined, challenged and as learners are examined, challenged and supported.supported.

This promotes the growth and development of This promotes the growth and development of learning communities.learning communities.


Unfortunately….Unfortunately…. The use of action research for continued The use of action research for continued

teacher learning is prevented by the lack teacher learning is prevented by the lack of time and lack of paid time.of time and lack of paid time. Some teachers don’t have time to participate Some teachers don’t have time to participate

in action research and they don’t have the in action research and they don’t have the funds. Most school districts don’t have the funds. Most school districts don’t have the funds to for their teachers either.funds to for their teachers either.

Preservice EducationPreservice Education

Programs that prepare new teachers.Programs that prepare new teachers. ““The United States will need to hire 2 million The United States will need to hire 2 million

teachers over the next decade to meet the teachers over the next decade to meet the demands of rapidly rising enrollments, growing demands of rapidly rising enrollments, growing retirements, and attrition that can reach 30% retirements, and attrition that can reach 30% for beginning teachers in their initial years…All for beginning teachers in their initial years…All will need to be prepared to teach an will need to be prepared to teach an increasingly diverse group of learners to ever-increasingly diverse group of learners to ever-higher standards of academic achievement.”higher standards of academic achievement.”


Differences in Programs.Differences in Programs. Similarities in Programs.Similarities in Programs. Four philosophical traditions of practice.Four philosophical traditions of practice. Problems with teacher education Problems with teacher education

programs.programs.

Preservice Education Preservice Education

DifferencesDifferences Teacher education programs…Teacher education programs…

Can be an Undergraduate major or a program that Can be an Undergraduate major or a program that is in addition to an academic major.is in addition to an academic major.

Have different expectations as far as the time length Have different expectations as far as the time length spent to complete the program.spent to complete the program. 4 years of undergraduate study4 years of undergraduate study 5 years or master degree program5 years or master degree program

Teacher preparation can be college based or Teacher preparation can be college based or primarily located in the field. primarily located in the field.

Can be primarily academic programs or have the Can be primarily academic programs or have the main purpose of certification.main purpose of certification.


SimilaritiesSimilarities Most all teacher education programs…Most all teacher education programs…

Have some subject-matter preparation.Have some subject-matter preparation. Usually liberal arts or general education for prospective Usually liberal arts or general education for prospective

elementary teacherselementary teachers Are subject matter concentration for prospective secondary Are subject matter concentration for prospective secondary

teachersteachers Have a series of foundational courses such as:Have a series of foundational courses such as:

Philosophy, sociology, history, and psychology of education.Philosophy, sociology, history, and psychology of education. Have one or more developmental, learning and cognitive Have one or more developmental, learning and cognitive

psychology courses. psychology courses. Have “how to” courses.Have “how to” courses. Have a sequence of field experiences.Have a sequence of field experiences.


Four philosophical traditions of practice:Four philosophical traditions of practice: ““An academic tradition that emphasizes teachers’ knowledge An academic tradition that emphasizes teachers’ knowledge

of subject matter and their ability to transform that subject of subject matter and their ability to transform that subject matter to promote student understanding;matter to promote student understanding;

A social efficiency tradition that emphasizes teachers’ abilities A social efficiency tradition that emphasizes teachers’ abilities to apply thoughtfully a “knowledge base” about teaching that to apply thoughtfully a “knowledge base” about teaching that has been generated through research on teaching; has been generated through research on teaching;

A developmentalist tradition that stresses teachers’ abilities to A developmentalist tradition that stresses teachers’ abilities to base their instruction on their direct knowledge of their base their instruction on their direct knowledge of their students-their mental readiness for particular activities; andstudents-their mental readiness for particular activities; and

A social reconstructionist tradition that emphasizes teachers’ A social reconstructionist tradition that emphasizes teachers’ abilities to analyze social contexts in terms of their contribution abilities to analyze social contexts in terms of their contribution to greater equality, justice and elevation of the human to greater equality, justice and elevation of the human condition in schooling and society.”condition in schooling and society.”


Problems with teacher education Problems with teacher education programs.programs. DisjointedDisjointed Political factors having strong effects.Political factors having strong effects. National Commission on Teaching and National Commission on Teaching and

America’s Future examples.America’s Future examples. Effects of ProblemsEffects of Problems Challenge of TransferChallenge of Transfer ““Sink or Swim”Sink or Swim”


Teacher education programs are Teacher education programs are disjointed.disjointed. The collection of courses, field experiences, The collection of courses, field experiences,

and student teaching are often taught by and student teaching are often taught by people who have little or no ongoing people who have little or no ongoing communication with each other.communication with each other.


Political factors have strong effects on teacher Political factors have strong effects on teacher education programs which has a negative effect.education programs which has a negative effect.

Schools, colleges, accreditation boards, and state and Schools, colleges, accreditation boards, and state and federal dept. of education have regulations that federal dept. of education have regulations that interfere with the programs which causes them to be interfere with the programs which causes them to be less innovative. less innovative.

The majority of teachers are educated at state schools, The majority of teachers are educated at state schools, where their budgets are controlled by the state where their budgets are controlled by the state legislators and governors. They also teach in public legislators and governors. They also teach in public schools that are affected by local politics through schools that are affected by local politics through school boards.school boards.


The National Commission on Teaching The National Commission on Teaching and America’s Future identified several and America’s Future identified several problems with current preservice teacher problems with current preservice teacher prep programs:prep programs: Inadequate timeInadequate time FragmentationFragmentation Uninspired teaching methodsUninspired teaching methods Superficial curriculum Superficial curriculum


Inadequate time.Inadequate time. Four year undergraduate degrees make Four year undergraduate degrees make

it difficult for…it difficult for… Elementary teachers to learn subject matter.Elementary teachers to learn subject matter. Secondary teachers to learn about the Secondary teachers to learn about the

nature of learners and learning.nature of learners and learning.


FragmentationFragmentation The traditional program arrangement The traditional program arrangement

(core courses, developmental psychology (core courses, developmental psychology courses, methods courses, and field courses, methods courses, and field experience) offers disconnected courses experience) offers disconnected courses that prospective teachers (novices) are that prospective teachers (novices) are expected to pull together into some expected to pull together into some meaningful whole.meaningful whole.

Preservice educationPreservice education

Uninspired teaching methods.Uninspired teaching methods. Although teachers are supposed to excite Although teachers are supposed to excite

students about learning, teacher prep students about learning, teacher prep methods courses are often lecture style methods courses are often lecture style courses. So, prospective teachers who courses. So, prospective teachers who do not have hands on experiences with do not have hands on experiences with learning are expected to provide these learning are expected to provide these kinds of experiences for students.kinds of experiences for students.


Superficial CurriculumSuperficial Curriculum The need to fulfill certification The need to fulfill certification

requirements and degree requirements requirements and degree requirements leads to programs that provide little depth leads to programs that provide little depth on subject matter or in educational on subject matter or in educational studies, such as research on teaching studies, such as research on teaching and learning. Not enough subject matter and learning. Not enough subject matter courses are included in teachers’ courses are included in teachers’ preparation.preparation.


Effects of Problems.Effects of Problems. Impede lifelong learning.Impede lifelong learning.

The message is sent to prospective teachers that research in The message is sent to prospective teachers that research in education on learning or teaching is not related to schooling, so education on learning or teaching is not related to schooling, so they don’t learn from the research done on learning.they don’t learn from the research done on learning.

The importance of viewing themselves as subject matter experts The importance of viewing themselves as subject matter experts is not emphasized, which leads to teachers not being encouraged is not emphasized, which leads to teachers not being encouraged to seek beyond their current knowledge and understanding of to seek beyond their current knowledge and understanding of their subject matter.their subject matter.

Can be seen in the complaints that preservice education Can be seen in the complaints that preservice education program students have about the foundations courses.program students have about the foundations courses. They say that they are too theoretical and have no bearing on They say that they are too theoretical and have no bearing on

what real teachers would do in real situations with real students.what real teachers would do in real situations with real students. Also that methods courses are time consuming with no intellectual Also that methods courses are time consuming with no intellectual

substance.substance.


Teachers have problems transferring (chapter Teachers have problems transferring (chapter 3 – Michelle) what they have learned.3 – Michelle) what they have learned.

Teachers have problems with transitioning form Teachers have problems with transitioning form a world dominated by college courses with a world dominated by college courses with some supervised teaching experiences to a some supervised teaching experiences to a world where they are the teachers. (Expert world where they are the teachers. (Expert learner to novice teacher – chapter 2).learner to novice teacher – chapter 2).

They need help in using the knowledge they They need help in using the knowledge they have, and they need feedback and reflection have, and they need feedback and reflection on their teaching.on their teaching.


““Sink or Swim”Sink or Swim” New teachers are often given the most challenging New teachers are often given the most challenging

assignments:assignments: More students with special educational needs.More students with special educational needs. Greatest number of class preparations.Greatest number of class preparations. Many extracurricular activitiesMany extracurricular activities

They are usually asked to take on these They are usually asked to take on these responsibilities with little or no support from responsibilities with little or no support from administrators or “senior” teachers.administrators or “senior” teachers.

This leads to an extremely high turnover of new This leads to an extremely high turnover of new teachers, esp. in the first 3 years of teaching.teachers, esp. in the first 3 years of teaching.

In Conclusion…In Conclusion…

Successful learning for teachers requires Successful learning for teachers requires continued coordinated efforts that range continued coordinated efforts that range from preservice education to early from preservice education to early teaching to opportunities of lifelong teaching to opportunities of lifelong professional development. Creating professional development. Creating these opportunities, based on the these opportunities, based on the knowledge of learning and teaching knowledge of learning and teaching obtained from research, is a major obtained from research, is a major challenge but not impossible.challenge but not impossible.

teacher learning by melissa eubank. teacher learning “if teachers are to prepare for an ever more...

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