Beginning Teachers' Learning by Burn Katharine;Hagger Hazel;Mutton Trevor;Menter Ian;

Author:Burn, Katharine;Hagger, Hazel;Mutton, Trevor;Menter, Ian;
Language: eng
Format: epub
ISBN: 2050884
Publisher: Critical Publishing
Published: 2015-08-15T00:00:00+00:00

IN A NUTSHELL

The nature of teachers’ professional knowledge and the ways in which it has to be acquired thus present a range of challenges for school-based teacher educators. The first is to ensure that trainees are aware of the complexity of what needs to be learnt but are not overwhelmed by it, giving them confidence that they can succeed without distorting or denying its reality in ways that ultimately inhibit their learning. The second is to find ways of making your own expertise accessible to them, not simply as practices to be replicated nor as espoused theories, but as a process of well-informed analytical reasoning, albeit one now practised with a fluency that makes it seem like little more than intuition. The third is to find ways of validating trainees’ emerging identity as teachers that do not impede their continued learning. While respect for them and sensitivity are vital in that task, the most powerful resource you have is the model that you present to them, demonstrating in your own commitment to learning the extent to which adaptive expertise depends on the ability to keep asking critical questions.

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