Towards Contemporary Practice: A Model to Encourage Professional Engagement through the development of Teacher Practical Theories Oh the Places

s Youll Go!
Abi Woldhuis 2010
Abstract: This paper addresses the importance of professional engagement and the development of teachers practical theory which manifests itself in diversified and excellent contemporary practice. It proposes a professional development model of achievable collaboration in a climate of time poor and increasingly isolated teachers.

Introduction The cause for moving towards professional engagement. You have brains in your head. You have feet in your shoes. You can steer yourself any direction you choose. Youre on your own. And you know what you know. And YOU are the guy wholl decide where to go (p. 2, Seuss, 1990). A charming quote from a favourite picture book by Dr Seuss has far reaching implications for teachers and can serve as a catalyst to motivating teachers toward exemplary contemporary practice. Teachers can either choose to be as effective as possible within their own classroom (private practice) or be somewhere along the continuum to professional engagement where they actively try to affect the teaching practices of others (Becker and Riel, 2000). Encouraging teachers to become more collaborative moves them to a more constructivist approach, allowing them to develop leadership skills themselves and then foster those qualities within the children they are responsible for. The process of moving towards professional engagement can be daunting for many educators thus evoking a call for support for these teachers along their journey - an issue addressed in this paper. In this post modern era, our world is rapidly embracing technology and change. Teachers are called on to be on the cutting edge of that change and to prepare the students in their care to embrace and be agents of change. This is particularly challenging when many teachers feel isolated and unaware of how to make the changes necessary to become professionally engaged. This paper proposes a three part cyclical model to encourage teachers to

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become more professionally aware of their own practical theory by developing and then exploring their theory to become more aware of other professionals approach to education through collaboration (utilising Web 2.0 technology and especially social media) evolve through reflection and collaboration (publishing and sharing) of those findings/awakenings with the ultimate goal of becoming more professionally engaged.

What is a Teachers Practical Theory? By exploring ones own practical theory, a teacher becomes aware of the conceptual framework that drives their teaching practice. Marland (2001) summarises teaching practical theories as, a hierarchically structured set of beliefs about the proper ends and means of teaching, the characteristics of students, the modes of learning, and the ways in which all of these interact to govern the teachers behaviour at any given moment (p.80, Gage 1977). He draws on Handal and Lauvas (1987) who defined teachers practical theory as ..a persons private, integrated but ever-changing system of knowledge, experience and values which is relevant to teaching practice at any particular time (p.9, Handal and Lauvas 1987). Each of these definitions incorporate the notions of beliefs, knowledge and values inferring that these things are based on experience and built up in order to create positive learning experiences for the student. There are many components involved in a teachers practical theory. One teacher may not make use of all components at one time but being aware of what the components are, and selecting those that are appropriate are part of what makes up an individual teaching practical theory. Some of the elements that may appear in teacher practical theories include values, beliefs, principles, rules, aims or goals, tactics and strategies, normal desirable student states, student progress, cues, teacher attributes, contextual variables or conditions, images, metaphors, pedagogical content knowledge (Marland 2007). These components are very interactive with each other when one component is changed, it has an effect on others. This is list is far from exhaustive. What forms these components into a theory is the beliefs about each of them (Marland 2007) and the values the educator places on each (Munby, Russell and Martin 2001; Sanders & McCutcheon 1987). These beliefs are constructed from many aspects of a persons history such as situated knowledge, experiential knowledge, personal practical knowledge, images, knowing in action, metaphors, craft knowledge which evolved out of tacit understandings, reflection, experience, knowing and reframing (Munby, Russell and Martin 2001). Whilst it is strategic and assists educators to look at all the components associated with teachers practical theories, the real magic lies in the way the teacher weaves them together to produce teaching that is of an excellent standard, captures its target and is relevant to the minds, interests and hearts of the students they teach. Magic, because when we engage students in a real way, we set them free to explore, experiment, grow and develop. This is one the greatest opportunities educators have and it is largely dependent on the teachers willingness to open themselves up for critiquing and then to change their behaviours and practices to suit the needs of others an important step towards contemporary practice.

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Marland (2007) adopts Calderheads (1996) five categories of teacher beliefs into the following sets: beliefs about learners and learning; beliefs about teaching; beliefs about subject areas; beliefs about learning to teach and beliefs about self and teaching. By addressing the beliefs a teacher may hold about values in the classroom culture, principles, rules, aims or goals, tactics and strategies, normal desirable states, student progress, teacher attributes, contextual variables and images and metaphors (Marland 2007), a teacher can start to see how their beliefs fit into a framework that is their practical theory. Beare (2001) proposes that Developing beliefs, forming values and fostering constructive attitudes permeates the entire fabric of educating and learning; and is at the heart of any worthy school (p. 19 Beare, 2001). It would be hypocritical then, for teachers to develop beliefs within the students they teach if they havent explored the very beliefs that shape the way they teach. Assessing all these aspects of beliefs can be very overwhelming for a pre-service teacher. Having an experienced teacher to assist a pre-service teacher in recognising these attributes of their practical theory has much merit a positive implication in a world which is changing so rapidly and heading into an era that is yet to be defined, Middleton & Hill (1996). Pedagogical shift An Agent for Professional Engagement. A consistent theme in the various components of a teachers practical theory has been that each component is changeable and able to be developed a shift, if you like. It is an ongoing process of review, reflection and hopefully improvement, to become excellent teachers in a world that is rapidly changing. Implications for teachers practical theories of change in the post modern era are many. With such rapid change in a short amount of time, teachers have to develop their teaching practical theories to be relevant to the students they teach and in the world in which they must exist. Ideally, being able to formalise these theories and publish them for the benefit of others would be beneficial in the current climate. Without developing a theory at all, it makes it very difficult to review performance and make improvements. The implications of the changes teachers constantly make may not have been always have been fully thought through or developed. With teachers being time poor as a result of rapid change affecting day to day teaching requirements, it brings about issues of quality in reflection and practice. Developing useful methods of self evaluation and creating the time necessary to engage in these practices is essential. Teachers spend much time updating the content they teach, programming to keep up with syllabus changes and alike, but get precious little time for self review or practice centered inquiry, despite the powerful benefits outlined in research conducted by Sanders & McCutcheon, (1987). Encouraging dialogue with other teachers, observations of other teachers and also by assessing student outcomes are ways Sanders & McCutcheon promote success in this method. It is also very cost effective in a time where budgets are tight and time is constrained. It is however a very confronting process to be interviewed, observed or analysed and many teachers may shy away from doing such things as seen in a study conducted by Ritchie (1999) but hopefully the wisdom gleaned from such practices will outweigh the fears teachers
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may have. There is a need to target teachers who have just commenced teaching as research has shown ideas are more readily changed in the first few years of teacher experience, Munby, Russell and Martin (2001) and are able to make their changes with respect for the relatively theoretical teaching gained at University. The goal of this change should not be to create mimics of the guiding teacher but for the inexperienced teacher to reflect and evaluate why they do what they do, Munby, Russell and Martin (2001). Reflection of practice in order to achieve goals in curriculum, and also positive student outcomes, has shown to be one of the key components of excellent teachers, but how much time given to reflection and evaluation is enough? Buchanan and Khamis (1999); Connelley, Clandinin & Ming Fang (1997). Research, whilst important, does not appear to be a priority upon which teachers build their practical theories Marland (2001), but rather, they draw on experiences of other professionals and the tacit knowledge they have acquired through their own life and teaching experiences practical knowledge Elbaz (1993) in Marland (2001). This very tendency to draw on the wisdom and insights of others gives impetus to achievable and constructive professional engagement. Marland (2001) expresses the value in giving teachers a real voice in research as to what their practical theories are so that their theories can be formalised but also authenticated by the teachers themselves. By making use of strategies such as autobiography, negotiation and collaborative writing, he proposes how a more accurate and meaningful account of a teachers practical theory can be constructed. The vehicle for teachers to begin to share their theories and thus grow as a professional may be through the Towards Contemporary Practice Model (TCP model) outlined below. The Model How to achieve the shift towards Contemporary Practice through Professional Engagement... Introducing the Towards Contemporary Practice Model This paper aims to explore methods within the model which encourage collaboration to embrace professional engagement in a digitally focussed world. Many powerful benefits of collaboration are outlined in research conducted by Sanders & McCutcheon (1987) some of which include encouraging dialogue with other teachers, observation of other teachers and also by assessing student outcomes. With teachers being time poor as a result of rapid change affecting day to day teaching requirements, issues of quality in reflection and practice arise. The aim is to give impetus to meaningful, efficient and achievable interaction and engagement which are sympathetic to technology accessibility. As previously noted, reflection of practice in order to achieve goals in curriculum and also positive student outcomes has proven to be one of the key components of excellent teachers, Buchanan and Khamis (1999); Connelley, Clandinin & Ming Fang (1997). It is hoped that the value of teachers sharing their journey will be realised through the implementation of this model and teachers will not see a series of mistakes or error of judgements but will forge the path towards diversified and engaging learning environments for students and teachers alike. As Little so aptly states, Growth of the school based professional community is marked by conversations that hold practice, pedagogy, and student learning under scrutinyRich and
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recurring discourse promotes high standards of practice, and both generate and reinforce core beliefs, norms and values of the community. In other words, talk is the bridge between educational values and improved practice in schools. (p. 182, Horn & Little, 2010) Professional engagement is defined as a teacher taking effort to affect the teaching that occurs in classrooms other than his or her own" (p. 2, Becker and Riel, 2000). Engagement is measured according to the frequency of informal but substantive communications with colleagues in the same school, frequency and breadth of interaction with teachers at other schools, and involvement in activities such as mentoring, workshop and conference presentations or in writing for publications for educators. The more professionally engaged teachers are, the more likely they are to have broadly constructivist views about teaching, to teach in ways consistent with those views, and to use technology in exemplary ways. The following model, the Towards Contemporary Practice Model (TCP model) has been devised as an achievable method of moving towards contemporary practice through professional engagement and encourage the development and review of an individuals practical theory. This model has evolved through professional dialogue involving the author of this paper with educational leaders around the topic of teacher practical theories and how the development of ones theory can be realistically achieved in the current educational climate. The model ideally would be used as a source of professional development and be monitored or coached through teacher leaders. It is important when embarking on the journey to unravelling ones practical theory and when exploring the notion of contemporary practice, the teacher does not feel judged or inferior to the teacher leader. The role of the teacher leader is to facilitate the journey as well as travel the road themselves. Seniority is not an excuse for bulldozing. Each professional can bring to the table valuable life experiences and perspectives. The theory is based around a constructivist approach which views the learner as an active participant who brings to the classroom a unique repertoire of experiences and beliefs through which the student filters new information and then constructs new meaning and knowledge the classroom is the place where this ongoing process takes place and where the student confronts new information and experiences (Marlowe and Page, 1998). The constructivist approach sees the learner as having innate curiosities, where teachers and students learn together and share knowledge with an emphasis on higher-order thinking and problem solving skills (Cadiero-Haplan, 1999). Cadiero-Haplan (1999) makes the distinction that teachers who utilise the constructivist approach are more likely to make use of discovery learning, see themselves as a facilitator and resource provider and view students as agents in the classroom environment and learning. It is important to note that the constructivist approach maintains that teachers determine specific learning outcomes and objectives for students while they facilitate the learning process through a larger repertoire of skills and teaching strategies in an atmosphere of cooperation and collaboration. It is hoped that the TCP model will support teachers in their attempt to broaden the strategies they currently employ, drawing them deeper into contemporary practice. The TCP model is a professional development model which utilises aspects of Action Research where appropriate. Action Research involves experimenting with teaching and learning strategies. It comes about through questions that arise out of everyday practice and the consequent effort to reflect and develop on those questions... reflection opens up new
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options for action and is examined by being realised in action (p. 6, Altrichter, Posch, Somekh, 1993). Action Research can be very formal or informal in the way it is conducted. The proponents of Action Research see school excellence arise out of teachers being prepared to adapt practice, test themselves and experiment with new ideas to attain goals of higher and higher excellence - for both students and teachers. Collaboration is viewed as a critical aspect of Action Research to encourage teachers and students alike to try new ideas and assist in change and is also a component of the TCP model. Action Research promote that goals are continuous improvements, reflective practice, keeping up to date, supporting teachers in their professional development, putting learning back on the agenda of both formal meeting and coffee chats, and maybe even some fun. (p. 2, Petty, 2002) This model proposes the use of learning threes which involves forming groups of three people to walk the process together. The reasoning for learning in groups of threes is to ensure a breadth of ideas and accountability. Meeting in too small a group can hamper discussion in that ideas may be too similar or a more inexperienced staff member may feel intimidated by a more senior staff member. Smaller groups promote a level of intimacy and confidentiality which may assist confidence in sharing weakness and fears. Meeting in larger groups can cause difficulties in allowing all participants in having a voice and in fostering the accountability that is required for each member to grow and engage professionally together. In the TCP model, one of the three participants must be a learning area leader. This leader would facilitate and analyse areas of their own practice to also add weight to the argument that no teacher should ever stop growing or learning, whether they be in executive positions or not. The impetus to foster teacher development and experimentation with teaching and learning strategies gave rise to the development of this model which is about to be trialled across a staff of about 90 people. The Towards Contemporary Practice Model Program Objective: To utilise student engagement and pedagogical shift as an agent to move staff along the path of professional engagement. Step 1: Develop the theory: 1. Develop your personal teachers practical theory (most likely based on your teaching philosophy stated in your programs). a. Study your teaching philosophy and identify a class or subject or group of classes and list the ways in which your teaching philosophy is outworked in your teaching. For example: Teaching Philosophy: I care for each individual student
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Teachers Practical Theory: When preparing for teaching, I always consider the different ability levels and intelligences of the students in my class and endeavour to modify or offer alternatives to cater for the range of abilities and preferences. b. Complete the Teaching Perspectives Profile Questionnaire (Pratt and Collins) http://www.teachingperspectives.com/ which gives a practical profile on your teaching perspectives. 2. Discuss your Teachers Practical theory in your learning three. Identify where your Teaching Perspectives Profile aligns (or doesnt) with your teaching philosophy or theory. Step 2: Identify a practice to shift 1. Identify an area of your teaching where student engagement needs improving. This area should be achievable in 1 to 3 weeks (from planning to implementation). For example: I want to change the way I teach: the Option topic in SDD Yr 12 (3 week topic) Improper fractions to Yr 6 Maths students (2 week topic) Agatha Christies model of Crime writing to Yr 12 English Extension Narrative construction with Year 3 Map reading in Yr 8 Geography (single lesson but skills is practised numerous times before assessment)

Step 3: Measure the current circumstances 1. Use a tool that measures the engagement of students in your lessons (prior to making any pedagogical change). Examples of tools are below. Class Behavioural Checklist is a simple tool that can be used as a basic measure of student engagement. From: http://www.docstoc.com/docs/54389861/Class-Behavioral-Checklistmeasuring-student-engagement

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2.

3.

Step 4: Research, decide and implement a change in pedagogy 1. Working in your group of three, discuss the options for changing your pedagogy in the chosen instance, in order to improve the level of student engagement. 2. Decide on the pedagogic tool(s) that you will employ in your chosen program to improve engagement. 3. Determine how the Learning Management System (eg Moodle) would support this change and determine technology requirements. 4. Optional: You may consider estimating or predicting the change in student engagement that is expected. 5. Plan for and implement the program. Step 5: Measure the change 1. During or after the teaching time with the new pedagogy, review the level of student engagement using the same tool as used in Step 3. Step 6: Evaluate and Reflect

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1. Consider the measurement and compare this to the initial results (and the predicted results). 2. In your learning three, reflect on: a. the factors that lead to the change b. the influence of the pedagogical shift on the change c. the effect of other factors on the change d. the change in role of the teacher Step 7: Share the findings 1. Write a brief statement (approx. 200 words and no more than 300 words) that outlines your project and includes changes to the level of student engagement 2. Share your statement with your learning three (this may be done electronically) 3. Share the statement in at least one of the following ways: a. Offer to present your findings at the Staff Seminar session or staff meeting b. Post the statement on your blog c. Use the statement as the basis for a conference presentation d. Use the statement as a basis for a grant application e. Share your findings at a professional association meeting (formally or informally) 4. Share with your group the next area where you would like to improve student engagement.

Conclusion Throwing down the Gauntlet Developing a Teaching practical theory may feel cumbersome in a time where documentation is overwhelming and demands on teacher time are many. The benefits of exploring the essence behind what educators do is a valuable and critical aspect of teacher development. It is critical as the benefits of growing, with support and accountability are valuable for not only the teacher but the students as well. In a season of rapid change, not only in the world but also the classroom, it is essential that teachers reflect on their practice and become life-long learners. Cadiero-Haplan (1999) so succinctly states In order to be successful in providing a learner-centred environment with technology integration, teachers must be willing to continually develop technological skills, reflect on their own teaching processes and strategies, and empower student to become independent, cooperative and collaborative learners (p. 19 Cadiero-Haplan, 1999). By providing a model (TCP model), which is achievable in a professional development environment, it is hoped that teachers will feel supported and feel the rich benefits of professional engagement in taking them on a journey to become teachers of excellence and to experiment in a safe and supportive environment. Teachers should feel the benefits of sharing
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what they are doing either through affirmation of practise or encouragement to attempt something new and share the apprehension and planning process. Teachers need not exist on lonely isolation. In the language of Dr Seuss, you know who you are going to affect but with brains in your head and feet in your shoes, where you go does not need to be a lonely and isolated place but rather one where professional engagement is encouraged, achievable and beneficial for the teacher but more so for the students in our care. Where will you go?

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References Altrichter, H., Posch, B., Somekh (1993) Teachers investigate their work: An introduction to the methods of action research. An introduction into the methods of Action Research. Routledge, New York. Anderson, L.M & Holt-Reynolds, D (1995). Prospective teachers beliefs and teacher education pedagogy: research based on a teacher educators practical theory, Michigan State University http://scholar.google.com.au/scholar?q=beliefs+in+teachers%27+practical+the ory&hl=en&lr= Beare, H 2001, From an old world-view to a new, ch. 2 in Creating the future school, Routledge Falmer, London, pp. 11-22 Behavioural checklist: Class Behavioural Checklist: measuring student engagement Retrieved September 2010 from http://www.docstoc.com/docs/54389861/ClassBehavioral-Checklist-measuring-student-engagement

Berry, B., Daughtrey, A., & Wieder, A. (2010). A Better System for Schools: Developing, Supporting and Retaining Effective Teachers. Hillsborough, NC: Center for Teeaching Quality. Becker, H. J., & Riel, M. M. (2000). Teacher Professional Engagement and Constructivist-Compatible Computer Use (Teaching, Learning and Computing No. 7). Irvine, CA: Center for Research on Information Technology and Organizations. Buchanan, J & Khamis, M (1999) Teacher renewal, peer observations and the pursuit of best practice. Issues in Educational Research, 9(1), 1-14 http://education.curtin.edu.au/iier/iier9/buchanan.html Cadiero-Kaplan, K, (1999) Integrating technology: Issues for Traditional and Constructivist Pedagogies - Journal of Computing in Teacher Education, 1999 - cdi.ucla.edu. Retrieved October 2010 from
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Connelly, FM, Clandinin, DJ & He, Ming Fang 1997, Teachers personal practical knowledge on the professional knowledge landscape, Teaching and Teacher Education, vol.13, no.7, pp.665-74 Handal, G, & Lauvas, P (1987). Promoting reflective teacher: Supervision in practice. Milton Keynes: SRHE and Open University Educational Enterprises.

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Horn, I. S., & Little, J. W. (2010). Attending to Problems of Practice: Routines and Resources for Professional Learning in Teachers' Workplace Interactions. American Educational Research Journal, 47(1), 181-217. Gage,N (1977). The scientific basis of the art of teaching. New York: Teachers College Press. Marland, P (2001). Teachers Practical Theories: Implications for Teacher Development p. 165-180 in Cheong, C., Mo Ching Mok, M., & TungTsui, K. (Eds) (2001), Teaching effectiveness and teacher development: towards a new knowledge base. Hong Kong Institute of Education. Springer. http://books.google.com.au/books?id=d36h7AUVrHUC&printsec=frontcover# PPA175,M1 Marlowe, B., & Page, M. (1998). Creating and sustaining the Constructivist classroom. Thousand Oaks, CA: Corwin Press. Retrieved October 2010 from
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Middleton, M & Hill, J 1996, Why our current schools cant survive, ch. 4 in Changing schools: challenging assumptions and exploring possibilities, Hawker-Bronlow, Melbourne, pp. 47-54. Munby, H., Russell, T. & Martin, AK (2001), Teachers knowledge and how it develops, in V Richardson (ed.), Handbook of research on teaching, 4th edition, American Educational Research Association, Washington DC, pp. 877-904 Petty, G. (2002), Improving Teaching with Action Research Retrieved September 2010 from
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Pratt, D and Collins, J 2001, Teaching Perspectives Retrieved September 2010 from http://teachingperspectives.com/ Ritchie, SM 1998. Assessing Science Teachers Personal Practical Theories. Paper presented at the Australasian Science Education Research Association, Darwin, Australia, 9-12 July 1998, James Cook University. Sanders, D & McCutcheon, G, (1987). The development of practical theories of teaching, Journal of Curriculum and Supervision, 2(1), 50-67 Suess Dr. (1990) The Places Youll Go! New York: Random House Childrens Books.

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