Teacher Professional Learning and Development Assignment

Teacher professed(prenominal) Learning and Development - Assignment ExampleThis should be useful particularly to those who are involved in helping teachers develop the professional skills they need to teach challenging curricula to diverse students, including students who typically have non achieved well in some of our educational systems. There are four out ten classical understandings that arise from the evidence base. These include notwithstanding the influence of factors such as socio-economic status, home, and community, student encyclopedism is powerfully influenced by what and how teachers teach. Teaching is complex and teachers moment-by-moment decisions about lesson content and process are shaped by eight-fold factors, not just the agendas of those looking for changes in practice. Such factors include teachers knowledge and their beliefs about what is important to teach, how students learn, and how to influence student behavior and meet external demands. It is importan t to create conditions that are responsive to the ways in which teachers learn. A recent overview of the research identified the following as important for encouraging learning loving learners prior conceptions about how the world works developing deep factual and conceptual knowledge, organized into frameworks that speed retrieval and application and promoting met cognitive and self-regulatory processes that help learners define goals and then monitor their progress towards them. Professional learning is strongly line upd by the context in which the teacher practices. This is usually the classroom, which, in turn, is strongly influenced by the wider school culture and the community, and society in which the school is located. Teachers daily experiences in their practice context determine their understandings, and their understandings determine their experiences. The decoct of this particular research is on the conditions for professional learning and development that impact pos itively on valued student outcomes (Sleezer, 2002). 1. Focus on valued student outcomes Professional learning experiences that focus on the relationship between particular teaching activities and valued student outcomes are associated with positive impacts on those outcomes. Research findings The major factor influencing whether professional learning activities have a positive impact on outcomes for students is the extent to which those outcomes form the rationale for, and ongoing focus of, teacher engagement. Such focus requires teachers to understand the links between particular teaching activities, the ways different groups of students respond, and what their students actually learn. In addition, success needs to be defined not in term of teacher mastery of new strategies but in terms of the impact that changed practice has on valued outcomes. Because teachers work in such varied contexts, there is no guarantee that any specific approach to teaching will have the desired outcom es for students. Therefore, it is important to curb progress towards