The Bell Educational Trust: Bilgi Conference 2010

Reflecting on Reflection Let’s talk about it

BELL EDUCATIONAL TRUST My professional history

BELL EDUCATIONAL TRUST

Reflecting on Reflection Let’s talk about it

BELL EDUCATIONAL TRUST Continuous Professional Development Initial qualifications Further development activities

BELL EDUCATIONAL TRUST Your professional development Talk to the person next to you for 2 or 3 minutes –Describe a development activity you have taken part in which has influenced your teaching practice –How did it change it? –Why did it change it?

BELL EDUCATIONAL TRUST Transmission Models The Training Model The Award-Bearing Model The Deficit Model The Cascade Model

BELL EDUCATIONAL TRUST Features Delivered by an expert Supports a skills-based view of teaching Standard-based Participants are often passive Possibly quality assurance rather than developmental

BELL EDUCATIONAL TRUST Transitional Models Work-based, Standards Model The Coaching \ Mentoring Model The Community of Practice Model

BELL EDUCATIONAL TRUST Features Context specific Interpersonal relationships Supportive professional dialogues Supporting intellectual development Mutual accountability

BELL EDUCATIONAL TRUST Transformative Models The Action Research Model The Transformative Model

BELL EDUCATIONAL TRUST Features Teacher active Allow teachers to ask critical questions Increases transformative practice Increases professional autonomy

BELL EDUCATIONAL TRUST Reflection It’s hard It’s a skill It’s isolating It’s admitting weaknesses I don’t have any ideas I don’t like it

BELL EDUCATIONAL TRUST ‘Sum total of individual knowledge and experience is enhanced significantly though collective endeavour’ Kennedy. A (2005)

BELL EDUCATIONAL TRUST Interesting reading Hoban, G.F. (2002) Teacher Learning in Educational Change. Buckingham: Open University Press Kennedy, A. (2005) Models of continuous professional development: a framework for analysis. Journal of in-Service Education, Vol 31. Wenger (1998) Communities of Practice: Learning, meaning and identity. Cambridge: Cambridge University Press