1. Embedding Teacher Professional Development as Business as Usual Lyn Williams

3. New teachers … Knowledgeable √ Self-assured √ Experienced √

4. 5 weeks later ….

6. Teacher training How do we tend to think about professional development for teachers? PERSONAL LITERACIES CONTEXT PRIOR LEARNING OPPORTUNITIES IN THE WORKPLACE FOR PRACTICE MODELLING/ EXPERIENTIAL LEARNING

7. Workplace Learning How do we ACTUALLY learn to be a tertiary teacher…? REFLECTION ON EXPERIENCE PEER SUPPORT FEEDBACK EXPERIENCE STUDY TEAMS OBSERVATION GUIDED PRACTICE TRIAL AND ERROR NECESSITY

8. How are we trying to help teachers make the links?

18.  Agency ….  “individuals should be conscious and active in creating, maintaining and activating aspects of their personal networks”  Environment …  Expansive learning environments support teachers to grow & develop; share practice among participants; provide opportunities to talk about teaching & learning Agency and Environment

19. ExpansiveRestrictive Close collaborative work with colleaguesIsolated, individualistic working Out-of school educational opportunities incl. opportunities to reflect and think differently No out-of-school time to stand back; narrow short training programmes Explicit focus on teacher learning as a dimension of normal working practice No explicit focus on teacher learning except for crises or imposed initiatives Supported opportunities for personal development going beyond school or government priorities Teacher learning dominated by govt. or school agendas Colleagues are mutually supportive in enhancing teacher learning Colleagues obstruct or do not support each others’ learning Opportunities to engage with working groups inside or outside the school Work restricted to ‘home’ teams Opportunity to extend professional identity through boundary crossing into other dept’s, activities, schools The only opportunity to boundary-cross associated with change of job Support for variations in ways of working and learning, for different teachers and dept’s Standardised approaches to teaching and teacher learning are prescribed and imposed Teachers use a wide range of learning approaches Teachers use a narrow range of learning approaches Workplace Learning Environments

21. Billet, S. (2001). Learning in the workplace: Strategies for effective practice. Sydney, Australia: Allen & Unwin. Chan, S. (2009). Perspectives of new trades tutors: Towards a scholarship of teaching and learning for vocational educators. Wellington: Ako Aotearoa. Evans, K., Hodkinson, P., Rainbird, H., & Unwin, L. (2006). Improving workplace learning. Abingdon, England: Routledge. Hodkinson, P., & Hodkinson, H. (2005). Improving schoolteachers ‟ workplace learning. Research Papers in Education, 20(2), 109-131. References