As I (Yiola) prepare for the upcoming AERA conference by finalizing and editing my papers I am drawn to a few key ideas on teacher development that I have come across in the literature.
The International Handbook of Teacher Education volumes 1 and 2 (Loughran and Hamilton Eds., 2016) include a number of chapters on topics in teacher education. Our own team leaders Clare Kosnik and Clive Beck along with close colleague Lin Goodwin (Teachers College, Columbia University) share a chapter on Reform Efforts in Teacher Education.
The volumes are filled with interesting chapters. What has caught my attention at this time is a chapter on teacher led professional development. Bullough and Smith write on Being a student of teaching: Practitioner research and study groups. The chapter describes the idea of being a student of teaching (as a current practitioner) from two dimensions: the personal and the contextual. Exploring reflective practice (the personal dimension) and opportunities and support for teacher learning (the contextual dimension), the authors share insights from Dewey (1933) to Avalos (2004, 2011) and Livingston (2011). The chapter also explores ways of being a student of teaching: through practitioner research and study groups and the varied ways one can learn. An in-depth and detailed review and analysis of teacher led professional development.
This work fits beautifully with my paper titled: Examining the Professional Life of an Elementary School Teacher: Literacy Education in the Making where I have taken one participant from our 13 year longitudinal study of 40 elementary schools teachers from Canada and the USA and shared her literacy teaching trajectory (mainly from the contextual dimension). I am looking forward to sharing this paper and work at the upcoming AERA conference in late April.