If You Do Not Change, You Can Become Extinct
If You Do Not Change, You Can Become Extinct (Johnson 1998).
Why professional development? Professional development (PD) of teachers has become the "buzz word" in the UAE. Personally, I think PD must be based on a number of recognized principles, visions and missions that yield actual development in all aspects. The PD of teachers has impact on every corner in the society.
Personal professional development (PPD) "Professional development requires a personal and ongoing commitment" (Richards and Renandya 2002, p. 386). Surely, career-long PPD has to face and come up with numerous changes. Fullan (1994) illustrates: "Change is a journey, not a blue print and every person is a change agent." However, not all changes in the process of PPD are positive.
It is my experience that the best track to follow in seeking PPD is to be involved in new self†directed experiences. Through experience, we gain actual understanding of our roles and formulate constructive practices.
Teachers are active agents of change Teachers need outside help in the process of PD. Jackson (1992) demonstrates four ways to help- the way of know, the way of independence, the way of role accommodation and the way of art. I discussed "Start with your strengths" (Clark 1992) with my colleagues. They described it as the stepping-stone of real PPD.
In addition to these practical ideas, we should "understand the teacher as a total person" Fullan and Hargreaves (1991 cited in Perry 2001, p. 8). From my experience, PD that deals with teachers as machines won 't be successful. It will be resisted unless teachers are viewed as active agents in the whole process of change or development. "TRIP" is a good example of PPD programmes that consider the needs, values and the fundamental roles of teachers.
The magic of cooperation and reflection I strongly believe that success is rooted in reflective and critical cooperation among the "educational
Why professional development? Professional development (PD) of teachers has become the "buzz word" in the UAE. Personally, I think PD must be based on a number of recognized principles, visions and missions that yield actual development in all aspects. The PD of teachers has impact on every corner in the society.
Personal professional development (PPD) "Professional development requires a personal and ongoing commitment" (Richards and Renandya 2002, p. 386). Surely, career-long PPD has to face and come up with numerous changes. Fullan (1994) illustrates: "Change is a journey, not a blue print and every person is a change agent." However, not all changes in the process of PPD are positive.
It is my experience that the best track to follow in seeking PPD is to be involved in new self†directed experiences. Through experience, we gain actual understanding of our roles and formulate constructive practices.
Teachers are active agents of change Teachers need outside help in the process of PD. Jackson (1992) demonstrates four ways to help- the way of know, the way of independence, the way of role accommodation and the way of art. I discussed "Start with your strengths" (Clark 1992) with my colleagues. They described it as the stepping-stone of real PPD.
In addition to these practical ideas, we should "understand the teacher as a total person" Fullan and Hargreaves (1991 cited in Perry 2001, p. 8). From my experience, PD that deals with teachers as machines won 't be successful. It will be resisted unless teachers are viewed as active agents in the whole process of change or development. "TRIP" is a good example of PPD programmes that consider the needs, values and the fundamental roles of teachers.
The magic of cooperation and reflection I strongly believe that success is rooted in reflective and critical cooperation among the "educational
References: Angwin , J. 2001, "Recognising contexts and culture in professional development", in Advancing Professional Development: Unit Guide, EXE731, Deakin University Press, Geelong, Australia, pp 19-31. Deakin University, 2001, "Advancing Professional Development: Unit Guide, EXE731", Deakin University Press, Geelong, Australia. Fullan , M. 1994 , "Change Forces: Probing the Depths of Educational Reform. School Development and the Management of Change Series: 10", < http://www.iste.org/inhouse/publications/jrte/28/5/campbell/references /fullan.cfm > (accessed 18 september 2005) Henry, J Johnson, S. 1998, "Who Moved My Cheese?", Bright.net Internet services , website < http://www.bright.net/~dlcy/tool/cheese2.htm> (accessed 3 october 2005). Kagan, S. 1994. "Cooperative Learning", 2nd ed. USA: Resources for Teachers, Inc. Perry, C. 2001, "A commitment to personal professional development", in Advancing Professional Development: Unit Guide, EXE731, Deakin University Press, Geelong, Australia, pp 5-11. Peters, J. n.d, "Professional Development for New Times". Australian Association for Research in Education website (Accessed 21 september 2005). Robottom, I. 2001, "A commitment to collaborative reflection on practice" , in Advancing Professional Development: Unit Guide, EXE731,Deakin University Press, Geelong, Australia, pp 13-17. Tytler, R. 2001, "Processes of professional development in whose interest", in Advancing Professional Development: Unit Guide, EXE731, Deakin University Press, Geelong, Australia, pp 33-42. Wong, H.K. and Wong, R. T. 1998, "The First Days of School". 1st ed. Singapore, Harry K.Wong Publications, Inc.