Ongoing professional learning is a vital aspect for refinement of the practice of teaching in all educational contexts. How can a systemic approach be taken to target appropriate professional learning? Does the provision of coaches and mentors work? What is the place of content knowledge in designing support systems for professional learning? Is there a need to support teachers to implement new strategies and practices at their own pace? Should PL now include an ‘after sales service’.
Theme Keynote Speaker
Professor Celia Hoyles
Professor of Mathematics Education
Institute of Education, University of London
I would like to contribute to the conversation about teacher knowledge development and how it can be supported, but also to discussions of powerful learning and educational technologies. The context of what I will say will include vocational and professional learning settings in workplaces as well as schools. What I want to say will be framed by mathematics: the subject taught in school, in colleges and in workplaces, but will, I hope, convey more general messages. I would like to present a range of examplar ‘incidents’, named landmarks, drawn from research and claimed to catalyse knowledge development, powerful learning and self-reported change in teaching/instructional practices. Many landmarks have been included in our own designs of professional learning. They include: carefully selected student productions, iteratively designed technology-enhanced objects that are familiar in a particular workplace, and activities that form part of curricula units that embed technology and exploit its functionality for learning mathematics. Finally, I would like to contribute to any discussion of ways to increase student engagement in school, university and beyond in ways that are sustainable and systemic.
Associate Professor Julie Clark
Associate Dean, Teaching and Learning
Faculty of Education, Humanities and Law, Flinders University
As Professor Celia Hoyles states, a discussion about professional learning should not take place in isolation. Ongoing PL is strongly connected to other conference themes - powerful learning and educational technologies. Celia draws on different contexts to frame the design of PL. It is clear, that while her work has been developed within mathematics education, the “landmarks” are applicable across other learning areas. Celia’s passion for this area was recognised when she was awarded the 2011 Royal Society Kavli Education Medal; in her acceptance speech she stated that her work was motivated by a desire to provide “access to high quality continuing professional development (CPD) so that learners will achieve their full potential” I agree that PL must focus on student learning and engagement, and must be sustainable. Some areas of discussion and inquiry that arise from this important work are listed below:
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