Conference:
ECER 2008
Network:
Format:
Symposium Paper
Session Information
01 SES 08, Issues in European Teacher Development: Linking Theory and Practice
Symposium
Time:
2008-09-12
08:30-10:00
Room:
B3 313
Chair:
Rosie Anne Turner-Bisset
Contribution
In 2002 Linda Evans published her ontological model of teacher development, identifying as its two constituent elements: attitudinal development and functional development, each of which, she suggested, incorporates two elements of change, or change foci: intellectual change and motivational change, and procedural change and productive change. She ended her article by listing suggested questions to form a research agenda for the field of study. This paper represents an update of the author’s progress in this field. It focuses both on the updated ontological model and on one of the questions posed in the 2002 article: what does the teacher development process involve?
Evans’s latest thinking leads her to revise her earlier ontological model by identifying not two, but three, constituent elements of teacher development: functional development, attitudinal development and intellectual development, each of which incorporates specific change foci. She will present this, along with her theoretical model of the teacher development process, which identifies the cognitive stages whereby teachers enhance their professionality by adopting changes to their thinking or their practice. This represents work-in-progress. She will explain the thinking behind the two models, drawing upon research-based and experientially- based anecdotal examples.
References
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