A living theory approach to the professional development of teachers

Whitehead, Jack ORCID: https://orcid.org/0000-0002-9644-0785 (2019) A living theory approach to the professional development of teachers. In: The Teacher’s Identity and Job Profile as a Professional Conference, 8 November 2019, Athens, Greece. (Unpublished)

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Abstract

This paper is focused on a Living Theory approach to the professional development of teachers from approximately the first five years of teaching until retirement around the age of 65. The choice of continuing professional development after some 5 years teaching is because it takes several years from the initial phase of teacher education to developing the skills, values and embodied of a professional educator. The paper is based on two assumptions. The first is that a professional educator is continuously seeking to improve their educational influences in their own learning and in the learning of their pupils, students and others. The second assumption is that a professional educator has a responsibility to research their own practice and to contribute to the professional knowledge-base of education by generating and sharing their explanations of their educational influences in their own learning and in the learning of their pupils and/or students, and/or colleagues. The paper is organized in the five sections of: Questions for dialogue; Assumptions about the responsibilities of the educator; A Living Educational Theory Approach; Intellectual contexts of the presentation including a distinction between education research and educational research; Evidence supporting a Living Theory approach to enhancing professionalism in education.

Item Type:	Conference or Workshop Item (Paper)
Departments:	Institute of Health > Continuing Development and Health Leadership
Depositing User:	Anna Lupton
Date Deposited:	06 Jul 2023 10:03
Last Modified:	13 Jan 2024 10:15
URI:	https://insight.cumbria.ac.uk/id/eprint/7216

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