PROFESSIONAL DEVELOPMENT IN EDUCATION by

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PROFESSIONAL DEVELOPMENT IN EDUCATIONby

• THOMAS R. GUSKEY

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Process of becoming a teacher(Fuller Bown,
1975)

• Preteaching concerns
• Early concerns about survival arise
• Teaching situations concerns
• Concerns about pupils

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Propose the notion of career stages(Unruh abd
Turner, 1970)

1. Initial teaching period (approximately 1 to 5
   years)
2. Period of building security (approximately 6 to
   15 years)
3. Maturing period (approximately 15 years and more)

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Four stage of teacher development at University
High School in Urbana(Gregorc, 1973)

• Becoming stage
• Growing stage
• Maturing stage
• Fully functioning stage

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Four developmental stages of preschool teachers
and the training needs necessary at each of the
stages(Katz, 1972)

• Survival lasts about one to two years and
  requires technical, on-site-support
• Consolidation lasts into the third year and
  requires on-site assistance, access to
  specialist, and the advice of colleagues and
  consultants
• Reneval lasts through the fourth year. Strategies
  prescribed to meet professional training needs
  include conferences, professional organizations,
  demonstration projects, teacher centers, and
  professional journals
• Maturity extends through the fifth year and
  beyond. Appropriate professional development
  activities here include seminars, institutes,
  courses, degree programs, books, conferences, and
  journals.

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Life Stages
Family
Regulations
Union
Personal Environment
Avocational Outlets
Positive Critical Incidents
Organuzational Environment
Profesional Organizations
Management Style
Individual Dispositions
Crises
Societal Expectations
Public Trust
INFLUENCE
INFLUENCE
Induction
Pre-Service
Career Exit
Competency Building
Career Cycle
Enthusiastic and Growing
Career Wind-Down
Career Stability
Career Frustration
Dynamics of the Teacher Career Cycle
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FOUR MODELS OF TRAINING AIMED AT PROFESSIONAL
DEVELOPMENT
Models of Training Teachers ledge turing Know- Restruc- Teachers Practice Produc- Validated Tion of Knowledge
Conceptually Based Experience Based Instruction Oriented Intervention Oriented Research Based Inquiry Based
Training for conceptual change X X X
Cognitively Guided training X X X
Study groups X X X
Promoting change in teaching practice X X X
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Years of Teaching
Themes/Phases
Career entry Survival and discovery
1-3
Stabilization
4-6
Experimentation/ diversification
Stock-taking/ interrogations
7-18
Serenity
Conservatism
19-30
Disengagement (serene or bitter)
31-40
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Perceived Problem
Application/ Abandon
Assessment
Experimentation
Closed Individual Cycle
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Perceived Problem
Application/ Abandon
Trial and Error
Search for Solutions

• colleagues
• specialists
• Documentary sources

Diagnistic
Open Individual Cyle
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Application/ Abandon
Experience sharing
Developing new methods (individual or collective
2nd experimentation
Experimentation
Data collection
Exchanges
Closed Collective Cycle
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Observations
Developing new methods
Didactic leads
Pedagogical analysis
Experience sharing
1. Data collection
1. Conceptual inputs
Experimentation
Application/ Abandon
2. Data collection
Technical consultations
Observations demonstrations
Exchanges
Experimentation
2. Conceptual inputs
Help wit analysis 1?2
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Natural Setting
View of Real World
Literature Reviews
Emerging Problems/Issues
Interviews
Develop Explanation Of Real World Working Model
Modify and Refine
Modify and Refine
Modify and Refine
Gather Data
Generate Guide to Action
Generate Research