Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id i5AFKC922412; Thu, 10 Jun 2004 11:20:12 -0400 (EDT) Date: Thu, 10 Jun 2004 11:20:12 -0400 (EDT) Message-Id: <1ef.22ce0da4.2df9d4ce@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: MWPotts2001@aol.com To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2771] Teacher change--a crosspost X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: 9.0 for Windows sub 5026 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 2790 Lines: 62 Colleagues, This is a cross post from the AALPD list. There has been an in-depth discussion over the past two weeks about teacher change--How does happen? How do we know when it has happened? Why do we think it's important for teachers to change, anyway? I am posting David Rosen's thoughtful message, in which he responds to another post, and he also asks several questions of EFF folks. I hope that many of you will reply to his queries. Thank you, Meta Potts, Moderator 4-EFF List From: David Rosen <djrosen@comcast.net> Date: Thu Jun 10, 2004 9:43:04 AM US/Eastern To: nifl-aalpd@nifl.gov Subject: Teacher change to what, for what, according to teachers and learners Pratt's categories provide some useful ways of looking at teachers' perspectives of what they are trying to do. That is one valid way to look at teacher change. But suppose we start from students' perspectives, what _they_ say they want to learn, what they want teachers to help them know and do. For example, we have Equipped For the Future, a set of curriculum standards built on a careful analysis of what adult learners say they want to know and be able to do. We also have teachers across the country who think these standards make sense, some of whom have participated in professional development activities to be able to use these standards well in their teaching. I wonder if there are teachers reading this message who use EFF standards, who have participated in formal or informal professional development to learn to use them better, and who feel that this has resulted in change in their teaching. If so, please share an example or two of how this has changed your teaching. Possibly EFF PD folks have examples from their experiences of how teachers have changed. Let's hear those, too. So far, one might conclude from the lack of concrete examples offered in this discussion that teachers _don't_ change or that no one knows if they do. Or is it that teachers don't have the time to reflect on their change? Or that they don't have time to write about how they have changed? Or that there are very few actual classroom teachers or tutors participating in this discussion? Or that researchers haven't studied this? Has adult education teacher change been written about elsewhere? Are there good narratives by adult education teachers of how they have changed? Is there teacher research on how teachers have changed? If you know of some good examples, please post the references to the AALPD list, and maybe we can discuss them in the future. I think this is an important PD research question: what do we know about how teachers change, from their own reports of this process? Would others be interested in this as a future topic? David J. Rosen
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