Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners

Teacher learning in the context of a continuing professional development programme: A case study

“…Two teachers who differed greatly from each other with regard to their assessment of their professional needs (Mansour et al, 2014) and with regard to their initial feedback behaviour and beliefs (e.g. Borko, 2004;Timperley & Alton-Lee, 2008) were selected in order to describe a range of different learning activities, regulation activities, and problematic aspects of learning. In this way a range of different learning activities, regulation activities and problematic aspects of learning could be described fully.…”

“…Several researchers have argued that many CPD programmes lack recognition of the need to embed teacher learning in teachers' own professional practices and working conditions (e.g. Borko, 2004;Timperley & Alton-Lee, 2008). Teaching and learning to teach are contextually situated.…”

Putting it all together: Action research in teaching practice

“…These programmes could provide student teachers with opportunities to work with a diverse range of students to inform their own learning that can then be applied to children's learning. These two ideas come together in Timperley's (2008) Educational Practices Series-18. Timperley (2008) identified ten key principles that have been seen in the international research to have positive impacts on student outcomes.…”

“…Initial teacher education is widely accepted as the beginning of a teacher's professional career (Timperley & Alton-Lee, 2008). Therefore, it can be argued that initial teacher education should model what it is to be a teacher in the classroom.…”

Influencing and facilitating conditions for developing reflective assessment practice

“…First of all teachers need to enhance their own competence within the area of assessment (Smith, 2011). Such a process would ideally initiate some form of systematic professional development, a change in existing 2 teaching practice, leading to better student performance (Timperley & Alton-Lee, 2008).…”