Teacher professional development: an international review of the …

[Pages:197]Teacher professional development: an international review of the literature

Eleonora Villegas-Reimers

UNESCO: International Institute for Educational Planning

International Institute for Educational Planning iiep

The views and opinions expressed in this booklet are those of the author and do not necessarily represent the views of UNESCO or of the IIEP. The designations employed and the presentation of material throughout this review do not imply the expression of any opinion whatsoever on the part of UNESCO or IIEP concerning the legal status of any country, territory, city or area or its authorities, or concerning its frontiers or boundaries. The publication costs of this study have been covered through a grant-in-aid offered by UNESCO and by voluntary contributions made by several Member States of UNESCO, the list of which will be found at the end of the volume.

Published by: International Institute for Educational Planning 7-9 rue Eug?ne Delacroix, 75116 Paris e-mail: information@iiep. IIEP web site: Cover design: Maro Haas Typesetting: Lin?ale Production Printed in IIEP's printshop ISBN: 92-803-1228-6 ? UNESCO 2003

International Institute for Educational Planning iiep

Table of contents

Introduction

7

Chapter I. What is teacher professional development?

11

Background information

11

Systems and/or models of professional development?

16

Variables that contribute to the success of teachers' professional

development

17

Chapter II. Why is teachers' professional development important? 19

Does professional development have an impact on teachers?

Does it have an impact on student learning?

19

Does professional development have an impact on the success

of educational reform?

24

Chapter III. The teaching profession

31

Teachers as artists

32

If not artists, workers or professionals?

33

What kind of professionals? Clinicians, researchers, educators? 36

What do teachers need to know?

39

How do teachers learn to be teachers? Teacher initial education

and training as the first step in teacher professional development 42

Pre-service education

43

In-service education

55

Chapter IV. Beyond traditional pre-service and in-service training:

models and cases of teachers' professional development 67

What should teachers' professional-development

programmes promote?

67

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International Institute for Educational Planning iiep

Teacher professional development: an international review of the literature

Models and types of teacher professional development

69

First group: Organizational partnership models

71

Second group: Individual or small group models

89

Conclusions

118

Chapter V. Factors to consider when planning, implementing

and assessing the professional development of teachers 119

A culture of support: The role of school and education leaders 119

The role of context: Multiple settings/multiple professional

communities

121

Stages of development of a school system

123

Time

125

Financial resources

126

Stages in professional development

129

Steps of professional development

132

The use of technology for teaching purposes

133

The role of Unions in teachers' professional development

136

The role of teacher-educators

137

Chapter VI. Policy implications and recommendations

141

References

145

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International Institute for Educational Planning iiep

Introduction

These are changing times in education systems around the world. With the start of the new millennium, many societies are engaging in serious and promising educational reforms. One of the key elements in most of these reforms is the professional development of teachers; societies are finally acknowledging that teachers are not only one of the `variables' that need to be changed in order to improve their education systems, but they are also the most significant change agents in these reforms. This double role of teachers in educational reforms ? being both subjects and objects of change ? makes the field of teacher professional development a growing and challenging area, and one that has received major attention during the past few years.

This new emphasis has been welcomed by teachers and educators in general as it represents a much needed appreciation of teachers' work, and also promotes the concept of teaching as a profession. Unfortunately, others have taken this new emphasis to be a sign that teachers are not providing adequate teaching standards. Guskey and Huberman (1995) reflect on this paradox and also report that their work with teachers worldwide offers little evidence to support this belief. "The vast majority of teachers and school administrators we have encountered are dedicated professionals who work hard under demanding conditions" (Guskey and Huberman, 1995, p. 1). It is for these hard-working teachers and educators that professional development opportunities are needed, not only because they promote the recognition of their work as professionals, but also because ? as is the case for all professionals in any field ? new opportunities for growth, exploration, learning, and development are always welcome.

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