"Learning is a life-long process in the teaching profession...."
The statement above is really where my PhD proposal begins, exploring the professional learning of teachers and leaders in tertiary ELT settings.
Stay tuned for further ramblings on this theme but for now, let's start with a definition.
Towards a Definition
For the purposes of my proposed PhD research, my preferred definition of the construct of professional learning (PL) comes from the Australian Institute of School Leaders and Teachers Charter for Professional Learning (AITSL, 2012, p4):
“Professional Learning is the formal or informal learning experiences undertaken by teachers and school leaders that improve their individual professional practice and a school’s collective effectiveness. It affirms the importance of learning in improving the professional knowledge, practice and engagement of all teachers and school leaders to achieve improvement in student outcomes.”
At its simplest, professional learning refers to learning about your profession, within your profession. It is something most educators do every day as they work together, share ideas, reflect, question and consciously work on improving their practice, knowledge and experience as teaching professionals.
The challenge to schools and school leaders is to encourage and implement effective professional learning programs that are meaningful and relevant to their institutional context.
So, what does 'good' look like when it comes to professional learning in tertiary ELT settings?
to be continued...
Disclaimer: The ideas expressed above are those of the author and are not representative of any institution.