Topic 4 : Development Stages Of Teachers Learning outcomes 1. Explain the stages of development that had to go through by a teacher from novice to expert status. 2. Describe the changes in the process of learning to teach experienced by teachers in the early stages of the teaching profession. 3. Gain Gain an over overvi view ew of the the teac teachi hing ng prof profes essi sion on is that that the the move moveme ment nt of the the developmental process that reuires a long period of time.
4.0 Introduction !ow does one move from the pre"service teachers to a teacher who is mature# confident and competent in the field of teaching$ %hat happened in that period$ %hat &nowledge and s&ills are needed$ 'ou may see yourself in this situation and hope that you will become a respected teacher and acclaimed student community. (long the teacher training program# you have the opportunity gradually to experience the real situation of the school through the the )cho )chool ol *ase *ased d Expe Experie rienc nce e +)*E +)*E,, and and then then prac practi tice ce prac practi ticu cum m in scho school ols. s. -ooperation and support provided by the teacher chaperones# teacher mentors# management and administration of the school during the period of your functions as a bridge to lin& theory with practice psychological and pedagogical practice. his experience has also built confidence to stand in front of the class to implement the lesso lessons ns learne learned d for the first first time. time. hrou hrough gh a period period of time# time# you you become become more efficient in selecting appropriate teaching strategies# teaching and learning decisions + / L, are more intelligent and manage classroom routines more efficient. 0n other words# you will continue to have the development in the ability to modify actions and ability in the teaching profession. he theory of stages of teacher development that are discussed in turn will help you get a glimpse of the way of life of a teacher and your position as a teacher at this point. 4.1 Theory of Development Stages of Teacher Teacher rom the beginning# the teacher educators interested in understanding the process of creating one of the pre"service teachers to become a professional teacher. ost teache teacherr educat educators ors expect expect this this proces process s involv involves es intens intensive ive traini training ng and and teachi teaching ng practices that may ta&e a long time.
igure .1 eachers eaching in the -lassroom here are a variety of writing and discussion about how the teacher through a change from the pre"service to the level of professional teachers. %hen compared to various theories that discuss the stages of teacher development# there are features in common# which is in the early stages of careers# teachers are more concerned with the ability of himself before evolving into a more proficient level +-ochran / (ndrew# 14556 uller # 14746 8at9# 14:26 rotter # 1457,. ;esearchers concluded that# in general these stages occur in hierarchical and predictable pattern. Even so# the characteristics of a concern than the combined number of levels can also be shown at one time. he discussion in this chapter will focus on the theory of the stages of teacher development presented by uller +1474, and lrotter +1457,.
4.1.1 Theory of Thoughtfulness (uller! 1"#"$ uller +1474, is the initial teacher education researcher once put forward the theory that suggests the functionality of teachers through these stages. (s a teacher educator# uller +1474, is particularly interested in studying the problems faced by the teacher pre"service and in"service teachers. hrough research and personal interaction with teachers# he proposed -oncern heory that attempt to explain the perceptions# concerns# problems# grievances and satisfaction which faced by pre"service teachers when undergo training program during which they followed. <-oncern< is defined by uller +1474, as ,# / ombari *orich +144:,# ;ogan et al. +1442, and ;utherford and !all +144?,. here are three levels of concern for teachers starting from early stages of teaching# where the teacher is concern about the ability of themselves. 0n the second stage# the values of teachers focused on their tas& and so concern teachers on the third level impacts associated with their teaching to the students. (vailable pre"service teachers with the least experience of teaching is concerned to self reliance +survival,# while the teachers were exposed to the experience of teaching more concerned about the impact of their actions on the achievement and learning.
+i, @ersonal -are Level = @ersonal )urvival 0n the early stages of teaching experience# preservice teachers is paying attention to their personal survival# which is their ability to cope successfully teaching. hey are more li&ely to <%hat can 0 do$< such ability in classroom management# comments from teachers or lecturers mentor# whether they li&e students# parents and other teachers. eachers at this stage of the tas& facing the with multiple thought. he uestion that always play in mind areA B
B, and *orich / ombari +144:, tried to conceptualising the development of pre"service teachers as a natural progression of the way. 0f you are a teacher or pre"service teachers# thoughts and concerns will focus on yourself first before you pay close attention to your students. he concern you change from a focus on oneself to the tas& of teaching and thus to impact. Emotional# social and physical support received by a teacher at every stage of development plays an important role to ensure the survival of themselves and move on to the next tas& to the level of impact. 0nadeuate &nowledge or lac& of emotional support when conducting teaching practice can cause failure or delay movement of the survival of themselves to the next level. uller concern heory +1474, also has other implications. ( teacher on the ob may turn to oneself level if all of a sudden he was as&ed to teach a new subect or teach at different grade levels# or switch to a new school. herefore# the concern of teachers is not only determined by the seuence of development. eachers concern were also influenced by contextual factors# the environment in which teachers are. ime to shift from one stage to the other for the second time usually ta&es a shorter period than the first time. inally# all three levels of this concern does not necessarily wor& in isolation. ( teacher may have concerns in one stage at a high intensity and at the same time at the other concern is at a lower intensity.
4.1.% ive Development of Teachers (Trotter!1"&#$ rotter +1457, has put forward the theory of the five stages of development for a person to be an expert in his field of wor&. )tudies have lin&ed five developmental stages were subseuently expanded by David *erliner +1455,# other teacher educators +-arter# -ushing# )abers# )tein / *erliner# 1455, to obtain a thorough understanding of the ways teachers novices and experts wor&ing in situations of / L. ive stages of development areA Bhe novice level Bhe advanced novice level B he efficient level B he s&illed level B he expert level Generally# one ta&es the interval between 1? and 1> years to shift from the novice to become an expert in the field. @re"service teachers in eaching degree program may be moved from the novice to the advanced novice and start heading to the efficient level when they become teachers in school. rotter +1457, argues that teachers need
many years of experience and shift to the s&illed and only a handful of them will achieve progress at the expert level. +i, Fovice Level he first stage to achieve mastery in their respective fields is a novice level. his stage begins when you are registered as a student teacher education +teacher education students, in eaching degree program. (t this stage# the novices learn the specific facts obectively and master the basic concepts and principles in action. Fovice teachers are learning and trying to form a holistic view to understand the meaning of < being a teacher <. hey began to acuire some basic s&ills# master the terminology# terminology related to his profession# and gather initial ideas about teaching duties. !owever# understanding the functions of novice teachers with a real sense of the word is still not complete. Fovice teachers do not have the s&ills that are reuired to handle teaching in a classroom. Even so# we can summari9e that novice teachers have been able to form a cognitive map of the general duties of a professional teacher through courses offered in their eaching degree program as an introduction to psychology and child development# educational philosophy and history of education. +ii, (dvanced Fovice Level he second stage in the development of teachers< mastery is the advanced novice level. (t this stage# the teacher education students continue to collect and add factual &nowledge# recogni9e and correct facts not previously understood. 0n addition# advanced novice also trying to add information related to the process of learning# to enhance the &nowledge of the terminology# principles and concepts related to the profession. (t this stage # the exposure to the actual situation of the school through programs such as )chool *ased Experience and @racticum in which this extension novice teachers help teachers gain experience in performing daily tas&s. Experience and exposure to the realities of school can help further deepen understanding of novice teachers about the needs and demands of the teaching profession. (dvanced novice teachers have high spirits to practice whatever you have learned in theory# but if the reality of the classroom was not as be expected# they may lose heart and begin to uestion the ability of oneself. o ensure that novice teachers continue to grow to the next level# mentoring and clinical observations to support and help novice teachers develop confidence and s&ills to teach. eachers experienced as mentor and a positive attitude can help novice teachers face advanced stage successfully. +iii, Efficiently Level he third stage is the stage efficiency +competence, in which a teacher to achieve the s&ills in their respective fields. he teacher had a certificate or a degree in teaching to meet the eligibility reuirement. Efficiency +competence, actually is a minimum for a function as a ualified educator. (t this stage# teachers begin to
recogni9e more and more the principles and concepts out of context and elements with respect to specific situations. 0n other words# the teacher is able to understand the principles and concepts of learning in a variety of situations and special circumstances. (t the end of this stage# teachers begin to have the ability to solve / L problems they face. -ompetent teacher can investigate their own practice through reflection that may sound# 0 have tried this# but the result is not what 0 want. %hat should 0 do now$ < (ctually# this competent stage begins when you accept an offer of appointment as a teacher. ften# teachers reuire between two and five years of teaching experience and at the same time being open to new learning or ready to receive additional training in service. 0f they leave the teaching profession before the five years of service# chances are they did not even reach the level of competence. +iv, )&illed Level eachers who reach the proficient level can be said to be in the best in the profession. nly a small percentage of teacher who made it to this stage. )&illed teachers always be remembered and honored by his former students as teachers who have influenced their lives in a positive way and can leave a lasting impression. )&illed teacher can easily identify the &ey elements in a tas&. )&illed teachers have high cognitive ability to digest and analy9e the learning environment in a creative and distinctive. !e exhibits a smooth style that enables decisions on intuition. his is because# s&illed teachers have enough experience and can help to understand the situation he faces. Hnderstanding of the tas& has been so deeply ingrained =internali9ed in itself so s&illed teachers sometimes face problems to explain to other people
4.% 'ourney from ovice to )*pert+ Implications To,ard Teachers he teaching profession is actually a travel destination even if the destination is no less important. ravelling along the ourney is more meaningful if it is planned and
made preparations at an early stage. Exposure to the topic of teacher development stages may help you to prepare yourself to go through the <ourney<. (s noted by *erliner +1455,# only a handful of teachers successfully completed the course of his teaching career to the level of expert teachers. he researchers of teacher education and staff development training are very &een to identify what are the features that distinguish the novice teachers and specialist teachers. he uestion that trying to be answered is# < -an the identify features that are sure to be applied at an early stage of process +number of years, from the novice to the expert simplified +or accelerated,$ < Lee )hulman +1457# 145:,# a leading researcher in the field of teacher education poses a conceptual framewor& that is often used to guide teacher educators in discussions relating to the uality of a competent teacher. Efficiency of a teacher should consider the seven core &nowledge# namelyA B8nowledge of the content. BGeneral pedagogical &nowledge. B-urriculum &nowledge. B@edagogical content &nowledge. B8nowledge of students and student characteristics. B8nowledge of educational contexts. B8nowledge of the philosophy# goals and values of education. 8nowledge of the pedagogical content &nowledge is formed as a result of synthesi9ing and integrating the three pillars of &nowledge# the &nowledge of content# general pedagogical &nowledge and &nowledge of educational contexts. (ccording to )hulman and Grossman +1455,# pedagogical content &nowledge is only possessed by the teacher alone. or example# between a science teacher with a scientist # science teachers structure their science &nowledge from the perspective of teaching and the way the &nowledge is used to help students understand science concepts specifically. eanwhile# a scientist restructure their science &nowledge for research and develop new &nowledge in science. 'Pedagogical content knowledge is the category most likely to distinguish the understanding of the content specialist from that of the pedagogue.' +)hulman# 145:# hal., @ossession of pedgogical content &nowledge is also clear distinction between novice teachers with expert teachers. -omparison of teachers< pedagogical content &nowledge of novice and expert teachersA
Fovice teachers B8nowledge is a discrete= different content. B@edagogical action is limited# leading to methods of imparting &nowledge and teaching performance.
Expert teachers B 0n"depth &nowledge of the content and may associate with different contexts in an integrated manner. B (ction is broader pedagogy# interactive and diverse. Beach to consider the way students learn# how students construct concepts in cognitive structure representation. ocus on existing &nowledge# student thin&ing can modify the curriculum planning mentally to suit the needs of the context. )ome things need to be emphasi9ed when you are in the process of transitioning to the novice to the more advanced levels can be achieved smoothly and efficiently. (mong it areA B )upport and guidance received during the program teaching +lecturer# tutor and mentor teachers, in a comprehensive and intensive will facilitate the achievement of mastery level of competence. B Exercise or activity should lead to the development of specific &nowledge domain +content# pedagogical content &nowledge and general pedagogical, in order to improve the s&ills of observation and representation ma&e the process of learning in the classroom practices. B he courses offered in teacher training program balances theory and practice as practical to allow direct experience and active learning or hands"on. B o appreciate the classroom management# a novice hands on experience that is planned +for example# case study analysis# scenario classroom,# vicarious experience +example# observing a mentor teacher to a class,# simulation experience +example# role play= micro and macro, where the discussion can focus on the problem of discipline or academic issues specifically. hrough such activities# the novice will begin to acuire a new understanding# as )hulman +2???, argues# personally &nowing something is different from that of any other person should &now and execute. Fovice teachers need to continuously loo& for opportunities to increase their s&ills to the expert teacher professionalism.
4.- Summary eacher development theory discussed above is based on practical &nowledge# theoretical and empirical. )tages of teacher development presented by uller +1474, and rotter +1457,# derived from actual experiences# research findings and thoughts about developmental psychology. ( new teacher who are provided with research "based &nowledge to help ma&e wise decisions while facing the challenges of teaching professionals.
'oin activitiy
!ave you ever seen a conducive classroom that ma&es you excited to be in it$ )hare your experience.
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