01 SES 02 B, Models and Theories in Teacher Professional Development: The relationship between theories of teacher professional development and their implementation in practice Part 2
Symposium continued from 01 SES 01 B
This paper gives an insight into models and theories of CPD that can help to support the development of cross-sector landscapes of professional practice (beyond communities), providing the foundation for inclusive professional relationships across different education sectors and educational institutions. The research project 'Mind the Gap' uses a model of a trajectory of professional development (TOPD) to track educators’ professional development in terms of their collaboration with fellow educators and to better understand their positioning and professional identity within the broader landscape of Science and Engineering education practice. ‘Mind the Gap’ responds to university academics’ interest in further enhancing their opportunities to critically reflect on the teaching and learning of Science and Engineering in university, and to learn from primary and secondary school colleagues and postgraduate students about the pedagogical approaches that can further improve the learning experiences in these subject areas. In using Lesson Study as a model of collaboration, university academics in Science and Engineering, primary and secondary school teachers and postgraduate students work together to research, design and teach evidence-informed university sessions, and in doing so address identify areas of pedagogic development to improve the teaching and learning experience in their area. The research uses the lens of social theories of learning to interpret the data, specifically Holland (1998) and Wenger (1998, 2002, 2014) to consider any shifts in professional and learner identities, to critically reflect on the boundaries surrounding the ‘teaching and learning’ communities of practice that currently exist and to explore the potential for cross-sector landscapes of practice to be further developed.
Holland D., Lachicotte W. Jr., Skinner D., & Cain C. (1998). Identity and agency in cultural worlds. Cambridge: Harvard University Press. Wenger, E. (1998) Communities of practice: learning, meaning, and identity. Cambridge: Cambridge University Press. Wenger, E., McDermott, R. and Snyder, W. M. (2002): Cultivating Communities of Practice. Boston, MASS: Harvard Business School Press. Wenger-Trayner, E., Fenton O’Creevy, M., Hutchinson, S., Kubiak,C., Wenger-Trayner, B. (2014) Learning in landscapes of practice. Routledge,
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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