Topic 2: The structure of a teacher-training framework

Re: Topic 2: The structure of a teacher-training framework

by Deirdre Bonnycastle -
Number of replies: 1
Should the framework be different for training graduate students compared to junior faculty or professional development for senior faculty?

Yes and no. Graduate students primarily teach in undergraduate ed and need more of the basic theory/tips for teaching and opportunities for feedback on their teaching.

Senior faculty need more of the one-on-one/small group idea exploring and teaching with new technology sessions. Senior faculty are more ready to explore teaching philosophies and in some ways are more able to be risk takers because they have tenure.


In reply to Deirdre Bonnycastle

Re: Topic 2: The structure of a teacher-training framework

by Barbara Berry -
Hi Deirdre,
I would expect that all instructors would have to attend to the same core competencies proposed by the UK Professional Standards Framework. Although as you suggest, the applications may vary depending on a number of factors such as interests, proficiencies as a teacher within their own discipline and teaching contexts and students. The UK framework seems very general and thus allows for a broad scope of teaching practices.

It may be useful to consider (as in other professions) novice, intermediate and advanced as categories for distinguishing levels of proficiency in applying the teaching framework which suggests a scaffolding model. Another way would be to consider a "constructivist" approach to applying the framework....what would it look like? Would there even be a national standards framework in a constructivist environment?

what do you think?

Barb