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Teachers may promote the idea of team learning to students in their classrooms, but teachers may not practice team learning in their professional lives; PLCs aim to help teachers practice the team learning that they preach. Senge suggests that when teams learn together there are beneficial results for the organization. [23]
Each log is a unique record of the child's thinking and learning. The logs are usually a visually oriented development of earlier established models of learning journals, which can become an integral part of the teaching and learning program and have had a major impact on their drive to develop a more independent learner.
Practice-based professional learning (PBPL) is understood in contrast to classroom- or theory-based learning. It is kindred to terms such as work-based learning , workplace or work-centred learning. Distinctive, though, are a concern for professional learning, and the preference for practice rather than work.
Professional development, also known as professional education, is learning that leads to or emphasizes education in a specific professional career field or builds practical job applicable skills emphasizing praxis in addition to the transferable skills and theoretical academic knowledge found in traditional liberal arts and pure sciences education.
Professional development for educators may include teacher training, and is usually considered pre-service, or before beginning teaching. However faculty development and professional development may both be used to refer to ongoing professional learning for educators. Such learning may take place during work hours, such as "in-service" within K ...
It is argued that, through the process of reflection, teachers are held accountable to the standards of practice for teaching, such as those in Ontario: commitment to students and student learning, professional knowledge, professional practice, leadership in learning communities, and ongoing professional learning. [46]
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The European Union Lifelong Learning Programme 2007–2013 has recognized the potential for PLNs by funding the aPLaNet project (Autonomous Personal Learning Networks for Language Teachers). The project explains the value of PLNs for the professional development of language educators.