The courage to empower yourself Teach as you preach

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The courage to empower yourselfTeach as
you preach

• Anja Swennen
• Onderwijscentrum
• Vrije Universiteit Amsterdam

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Teach as you preach

• Who are the educators?
• Task 1 Who are you?
• What do you preach and teach?
• Task 2 What do you teach and preach?
• Congruent Education
• Task 3 Do you teach what you preach?

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Task 1
Who are you?
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Teachers of Teachers
Murray Male, 2005, 126

• First order teachers
• Teach a subject or subject area in school and
  support the learning of their pupils/students
• Second order teachers (educators)
• Teach teachers to support their pupils/learners

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Who are we?
VELON website
Educators are second order practitioners
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Task 2

• What do you preach?
• What is the most important idea/
  notion/view/conception about good teaching you
  want to encourage in teachers?
• How do you teach?
• What are the three best methods or approaches
  teachers can use to give form to this idea?

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What do you preach and teach?

• Three questions
• What do you preach?
• How do you teach?
• What is written about in-service educators?

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Five volumes IPDA Journal
131 articles


Excluded
Beginning teachers, mentoring and training or PDS 42
Foreign articles 40
General topics 17
Head teachers 6
Others then teachers 3

Total 108
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What do your preach? 4

• Andrew Loxley,  Keith Johnston,  Damian
  Murchan,  Helen Fitzgerald, Micheline Quinn Role
  of whole-school contexts in shaping the
  experiences and outcomes associated with
  professional development
• Christine Fraser,  Aileen Kennedy,  Lesley Reid,
  Stephen Mckinney Teachers' continuing
  professional development contested concepts,
  understandings and models
• Malcolm Thorburn The loneliness of the
  long-distance Scottish physical education
  teacher how to provide effective in-service for
  experienced teachers' implementing new curricula
• Aileen Kennedy Models of Continuing
  Professional Development a framework for
  analysis

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How do you teach? 19

• Collaboration and community (5)
• Research or inquiry (4)
• Theory Master (2)
• Curriculum development
• Coaching
• Cognitive apprenticeship
• Narrative approach
• Informal learning
• Use of technology
• International exchange
• Professional dialogue

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What is written in the Journal about in-service
educators?

• Nothing
• Much more about teachers and their professional
  learning then about in-service educators

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Why? Authors identify with
Teachers in higher education
Advisors
Researchers
Teachers
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What does this mean for us?
Use your own work as a tool to educate teachers
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Congruent education

• The view and methods of the educator are
  consistent with the view and teaching approach
  the educator wants to encourage in teachers
• Swennen, Korthagen Lunenberg, 2004

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Congruent Education

• Consciously model
• Be explicit
• Legitimize what you model

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Model

• It is modelling the processes, thoughts and
  knowledge of an experienced teacher in a way that
  demonstrates the why or the purpose of
  teaching it is not creating a template of
  teaching for unending duplication
• John Loughran, 2001

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Be explicit

• Teacher educators need to make their teaching
  explicit, so the modelling is brought to a
  conscious level of the student teachers. This
  requires a high-level of meta-cognition, it is
  verbalizing the reflection-in-action, (Schön,
  1983) the tacit part of professional knowledge in
  teaching
• Kari Smith, 2001

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Legitimize

• Underpin what you model with theory that
  teachers know or should know

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Task 3

• Do you model consciously?
• Sometimes
• Are you explicit about your own teaching
• Hardly ever
• Do you legitimize what and how you teach?
• Never

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Third Order Perspective

• Improving the knowledge and skills of educators
• Studying yourself and your work

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