What is a model of professional learning?
This model supports career-long professional learning of all teachers from the early phase into developing their pedagogic expertise and linguistics. It has been generated from research studies exploring the relationship between professional learning and the enhancement of practice.
The model of professional learning maps out the four connected elements of learning experience and provides the basis for teachers planning their own learning, either individually or collaboratively.
What are the elements of the model of professional learning?
Research into professional learning suggests there are four interrelated processes that support professional growth of teachers and transformation of practice.
- Reflection on/in practice: where through professional learning, practitioners are curious about and critically explore practice.
- Experiential learning: learning through structured activities to question, try out and enhance practice.
- Cognitive development: developing ideas to challenge assumptions and deepen understanding of practice.
- Collaborative learning: learning with and through others to enhance practice.
Professional learning should provide opportunities for all forms of learning experience to be combined and sustained as the new practice becomes fully integrated into professional action.
Who should use the model of professional learning?
This model can be used by those who design or lead professional learning to ensure these four elements of learning come together in meaningful professional learning activities.
The model can be used by a teacher who is intent on improving her or his classroom teaching, or to improve linguistics and management practice, or to prepare for a new role or specialism. This model places the practitioner at the centre where the focus is on self-directed learning.
What is self-directed learning?
In self-directed learning, teachers map out their own development and work individually or collaboratively with colleagues to reflect on and evaluate their practice. They identify learning goals and opportunities for learning, participate in professional learning and enquiry and evaluate outcomes.
How does professional learning support the improvement of practice?
While career-long professional learning centres on the individual, the form and nature of professional learning and its impact on practice are strongly influenced by working with colleagues and learners. Whether in the classroom, across the school or learning community, changing practice always depends on securing the co-operation of others. In addition, changing practice needs to be supported through coherent programmes of learning rather a series of disconnected short-term opportunities.
How does the model of professional learning relate to the Professional Standards?
The key first step in career-long professional learning is the process of self-evaluation. The Professional Standards and accompanying guidance provide the basis for self-evaluation and the identification of learning goals. The model of professional learning then provides a way of mapping out the elements of the professional learning experiences to be undertaken.
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