Abstract
Keywords
References
- Banathy, B. (1991). Systems Design of Education – A Journey to Create the Future. New Jersey: Educational Technology Publications.
- Brownlee, J. (2008).Investigating Epistemological Beliefs in Vocational Education for Child Care Workers: New Ways of Thinking about Learning and Training. The Australian Educational Researcher, 35(3), 135-153.
- Caine, G., Caine, R. (2010).Strengthening and Enriching Your Professional Learning Community: The Art of Learning Together. Baltimore: ASCD.
- Cochran-Smith, M., Fries, K. (2005). Researching Teacher Education in Changing Times: Politics and Paradigms; in Cochran-Smith, M., Zeichner, K. (Ed) Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education. Washington, D.C.: American Educational Research Association, 69-111.
- Doecke, B., Parr, G. (2005). Writing – a Comon Project; in Doecke, B., Parr, G. (Eds.). Writing=Learning. Kent Town & Kensington Gardens, SA: AATE & Wakefield Press, 1-19
- Ellis, V., Edwards, A., Smagorinsky, P. (Ed) (2010).Cultural-Historical Perspectives on Teacher Education and Development.London: Routledge.
- Farell,T. (2003). Reflective Teaching–The Principles and Practice. English Teaching Forum.
- Hargreaves, A., Fullan, M. (2000).Mentoring in the New Millennium. Theory into Practice, 39(1), 50-56.
- Krnjaja, Ž. (2010). Profesionalni razvojizekološke paradigm. [Professional development from the ecological paradigm]. Andragoške studije, (3) 121-140.
- Pavlović Breneslović, D. (2009). Izvodljivost i/ili kompatibilnostpromena u obrazovanju. [Applicability and/or compatibility of the changes in the education]. Pedagogija (2) 319-325.
- Pavlović Breneslović, D. (2010). Odtima do zajedniceucenja. [From Team to Learning Community]. Pedagogija, (2) 236-247.
- Reid, A. (2004).Towards a Culture of Inquiry in DECS. Occasional paper No:1, DECS.
- Reeves, J. (2010). Professional Learning as Relational Practice. London: Springer.
- Schlechty, P. (2009). Leading for learning: how to transform schools into learning organizations. San Francisco: Jossey-Bass.
- Webster-Wright, A. (2010). Authentic Professional Learning - Making a Difference Through Learning at Work. London: Springer.
- Okul fabrika değildir - Etkileşimli Bir Mesleki Gelişim Sistemi: Ağ Oluşturma
Abstract
The authors question the dominant model of the practitioners' professional development by comparing mechanistic and systemic ecological models of professional development. Starting from a systemic model, the authors put forward the professional development model, symbolically presented as a „loom‟ which gives the starting points (systemic changes of education, teacher as reflective practitioner, school as a learning community and partnership) and the framework (career long learning and improvement, career advancement, improvement of the practice and the education policy based on the culture of change). Such a framework provides a basis for the networking of the professional development through the interactive system of different forms (grouped in the individual forms, common forms in the working practice and the organized forms outside the practice) and through connecting of different actors
Keywords
Professional development systemic approach reflective practitioner community of learning networking
References
- Banathy, B. (1991). Systems Design of Education – A Journey to Create the Future. New Jersey: Educational Technology Publications.
- Brownlee, J. (2008).Investigating Epistemological Beliefs in Vocational Education for Child Care Workers: New Ways of Thinking about Learning and Training. The Australian Educational Researcher, 35(3), 135-153.
- Caine, G., Caine, R. (2010).Strengthening and Enriching Your Professional Learning Community: The Art of Learning Together. Baltimore: ASCD.
- Cochran-Smith, M., Fries, K. (2005). Researching Teacher Education in Changing Times: Politics and Paradigms; in Cochran-Smith, M., Zeichner, K. (Ed) Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education. Washington, D.C.: American Educational Research Association, 69-111.
- Doecke, B., Parr, G. (2005). Writing – a Comon Project; in Doecke, B., Parr, G. (Eds.). Writing=Learning. Kent Town & Kensington Gardens, SA: AATE & Wakefield Press, 1-19
- Ellis, V., Edwards, A., Smagorinsky, P. (Ed) (2010).Cultural-Historical Perspectives on Teacher Education and Development.London: Routledge.
- Farell,T. (2003). Reflective Teaching–The Principles and Practice. English Teaching Forum.
- Hargreaves, A., Fullan, M. (2000).Mentoring in the New Millennium. Theory into Practice, 39(1), 50-56.
- Krnjaja, Ž. (2010). Profesionalni razvojizekološke paradigm. [Professional development from the ecological paradigm]. Andragoške studije, (3) 121-140.
- Pavlović Breneslović, D. (2009). Izvodljivost i/ili kompatibilnostpromena u obrazovanju. [Applicability and/or compatibility of the changes in the education]. Pedagogija (2) 319-325.
- Pavlović Breneslović, D. (2010). Odtima do zajedniceucenja. [From Team to Learning Community]. Pedagogija, (2) 236-247.
- Reid, A. (2004).Towards a Culture of Inquiry in DECS. Occasional paper No:1, DECS.
- Reeves, J. (2010). Professional Learning as Relational Practice. London: Springer.
- Schlechty, P. (2009). Leading for learning: how to transform schools into learning organizations. San Francisco: Jossey-Bass.
- Webster-Wright, A. (2010). Authentic Professional Learning - Making a Difference Through Learning at Work. London: Springer.
- Okul fabrika değildir - Etkileşimli Bir Mesleki Gelişim Sistemi: Ağ Oluşturma
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Makaleler |
| Authors | |
| Publication Date | June 1, 2012 |
| Published in Issue | Year 2012 Issue: 1 |