Being a successful teacher means constantly examining your own development to identify blind spots and ensure you engage on a meaningful level with teaching and learning. This book discusses theoretical and conceptual ideas, linked to direct strategies for the classroom, that guide students towards becoming proactive and effective learners, giving them the confidence to take charge of their professional future in teaching. Built around a series of ‘contributing ideas’, this book includes a conceptual framework for critically analysing and thinking about the teaching and learning environment. Examples throughout explore how to make the most of professional learning opportunities so students can take personal control of their learning, through self-regulation and self-monitoring. Strategies for making practical use of these ideas for classroom planning and preparation for learning are also included.
Chapter 4: The self-Regulation of Professional Learning – the Professional Learning Agenda
The self-Regulation of Professional Learning – the Professional Learning Agenda
Having read this chapter, you should have an understanding:
- of enquiry and interpretative thinking skills that will enable you to consider your role and professional expertise
- of how, through the application of a structured enquiry process, effective self-analysis and self-regulation awareness can be initiated and developed
- of the application of the professional learning agenda’s enquiry and generative processes that enable you to bring theorizing and practical insights to your teaching role
- that being unsure and uncertain about the how and what of teaching provides triggers for the creation of an effective professional response plan
- of how focused professional learning activities with mentors, peers or colleagues can extend knowledge of both ...