Much of what is called quality management is imposed on teachers from above. This paper adopts the argument that if we accept the mantra of student-centred learning (however we might define that), we should be willing to apply it to teacher professional development, assuming the needs and existing expertise of the teacher to be central to the process. In short, such an approach seems to ignore what many believe to be central to effective learning, in this case, professional learning. Much current teacher professional development is imposed on teachers, with little acknowledgement of the expertise, experience and professional knowledge they bring to their work. Such is likely to undermine teacher confidence and leave teachers feeling disempowered, which would appear to be contrary to an enhancement of their work. The paper proposes some elements of teacher professional development that are designed to build community among teachers, and to provide a safe forum in which they can experiment and take risks.
|Keywords:||Teacher Professional Development, Professional Learning, Teaching and Teacher Quality, Community of Practice|
Senior Lecturer, Education, University of Technology, Sydney, NSW, Australia
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