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N.B. for your self-evaluations, you should be using reflective models to inform your discussions

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N.B. for your self-evaluations, you should be using reflective models to inform your discussions

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Please answer the following questions: Why is CPD for teachers important? What are examples of teacher CPD? What makes effective CPD for teachers? Where can you access CPD? Can CPD help to develop your professional teacher identity? 

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Please answer the following questions: Why is CPD for teachers important? What are examples of teacher CPD? What makes effective CPD for teachers? Where can you access CPD? Can CPD help to develop your professional teacher identity? 

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Q4. Yes, I believe that reflective practice in conjunction with other teacher development strategies can inform the development of my teacher identity. As aptly put by Vokatis and Zhang (2016, p.59), teacher identity is ‘not a static entity’, rather a teacher constantly adapts, evolves and transforms their identity and practice through a continual self reflective process. By using this self reflective process as a ‘mirror’ to examine my ‘practice and life of teaching’. In addition, Osterman and Kottkamp (2004) argue that critical reflection is necessary in order to be aware of your behaviour and so effect change. Suggesting that reflecting on self-observation and self-evaluation is imperative for me as a teacher as well as other teachers to understand our own actions and the reactions they prompt in not only ourselves as teachers but in our students as well  (Machin et al., 2016).

My personal preferred models of reflection would be - Brookfields Model of Reflection, the Schon Reflective Model and the ERA Cycle (Experience, Reflection, Action).

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a) CPD for teachers is important as it strengthens and enhances teachers' dual professionalism by keeping up to date with current standards, legislation, changes, best practice and approaches to teaching and learning. As well as helping teachers to keep both their expertise (knowledge, skills) and practice current and relevant to enhance learning.

b) Examples of teachers CPD are:

Attending seminars

Listening to podcasts

Communicating and collaborating with like minded professionals on social media platforms

Joining professional bodies such as SET and utilising available resources

Attending zoom master classes

Online training courses

Peer observations and evaluations

Reading relevant journals, articles or books about one’s subject specialism

Attending classroom observations

Attending mentoring meetings

Watching videos about teaching

c) For CPD to be effective for teachers it should be: accessible, relevant, current, supported, collaborative, monitored, progressive, developmental and transferable into the classroom setting.

d) I can access CPD  from:

discover@bolton

Leaponline

SET website

Itslearning

My Mentor

My tutors

Future Learning Training Courses

e) Yes, CPD can help develop my professional teacher identity. Just as teacher identity is not a ‘static entity’ (Vokatis and Zhang, 2016, p.59). Teaching, teaching strategies, and skills and expertise too, aren’t static. Like teacher identity, they too evolve and adapt based on what’s current and changing in the trends and world of education. Effective CPD will increase my knowledge and confidence, keep me motivated, help keep me current, make me more adaptable and adapt to the changing needs of my students, develop my expertise and enhance my practice for the best interest of my students.

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Flores and Day (2006) state that teacher identity is influenced and often shaped and reshaped over time by personal (beliefs, values and past experiences as pupils), professional, social, cognitive, emotional response and contextual  factors. As well as pre-service training and learning experiences, challenges of teaching, school culture, leadership and contextual influences of the workplace all have a profound impact and influence on the ‘stability and instability’ of teacher identities (Flores and Day, 2006, p.219). Often influencing, developing, shaping and determining the aspect of the ‘teacher’s self’ and the type of teacher they become. Flores and Day (2006, p.230) state that research emphasised that teachers who worked in ‘collaborative cultures’ were more prone to ‘develop and demonstrate’ positive attitudes regarding teaching.

This sentiment is reflected and supported  by Vokatis and Zhang (2016, p.60), who state that Teacher identity is multi-faceted and encompassess dimensions and sub-identities of individual characteristics, qualities, beliefs, talents, values, experiences and expectations as well as the ‘agency and voice to shape one’s own professional path’. Additionally, considerations to required roles, responsibilities, policies, classroom and institutional environments and requirements and social roles all influence how a teacher assumes their role and identity in relation to students, peers, members of the institutional community, teaching, the curriculum and administrative duties (Vokatis and Zhang, 2016).

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According to Vokatis and Zhang (2016, p.59), the concept of teacher identity ‘refers to how teachers identify themselves as teachers’. The way teachers make sense of themselves and the image of themselves they portray to others in the capacity as a teacher and professional.  As well as, who they endeavour to become through a constant process of reflecting and evaluating on both their experiences and practices. From a novice to an experienced and empowered teacher and professional.

Vokatis and Zhang (2016, p.59), argue that teacher identity is ‘not a static entity’, rather a teacher constantly adapts, evolves and transforms their identity and practice through a continual self reflective process. By using this self reflective process as a ‘mirror’ to examine their ‘practice and life of teaching’ (Vokatis and Zhang, 2016, p.59).

Teacher identity is multi-faceted and encompassess dimensions and sub-identities of individual characteristics, qualities, beliefs, talents, values, experiences and expectations as well as the ‘agency and voice to shape one’s own professional path’ (Vokatis and Zhang, 2016). Additionally, considerations to required roles, responsibilities, policies, classroom and institutional environments and requirements and social roles. All influence how a teacher assumes their role and identity in relation to students, peers, members of the institutional community, teaching, the curriculum and administrative duties (Vokatis and Zhang, 2016).

It can, therefore, be argued that teacher identity can both influence and impact teacher education as well as be influenced and impacted on itself. In the sense that it has an essential  and direct role in a teachers individual teaching practice and style as well as teacher persona. For example, how a teacher teaches, how they present themselves and interact, the social and working relationships they forge with students and peers, the development of their teacher agency and voice as well as the materials, strategies and practices they use for their teaching and learning sessions.