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The phrase professional learning community began to be used in the 1990s after Peter Senge's book The Fifth Discipline (1990) had popularized the idea of learning organizations, [1] [2]: 2 related to the idea of reflective practice espoused by Donald Schön in books such as The Reflective Turn: Case Studies in and on Educational Practice (1991).
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.
Proposition 4: Teachers think systematically about their practice and learn from experience; Proposition 5: Teachers are members of learning communities; The National Board publishes standards of “accomplished teaching” for 25 certificate areas [8] and developmental levels for pre-K through 12th grade. These standards were developed and ...
Teaching is the practice implemented by a teacher aimed at transmitting skills (knowledge, know-how, and interpersonal skills) to a learner, a student, or any other audience in the context of an educational institution. Teaching is closely related to learning, the student's activity of appropriating this knowledge. [1]
Professional teachers are empowered to make the decisions essential for effective learning, rather than having a teaching style prescribed under traditional education models. Social promotion is discouraged. Students advance or are retained based on their actual learning achievements instead of based on their age, their friends' achievements ...
A CoP can form around members' shared interests or goals. Through being part of a CoP, the members learn from each other and develop their identities. [2] CoPs can engage in community practices in physical settings (for example, in a lunchroom at work, an office, a factory floor), but CoP members are not necessarily co-located. [3]
[9] [10] Examples of signature pedagogies include medical residents making rounds in hospitals or pre-service teachers doing a classroom-based practicum as part of their teacher training. The notion of signature pedagogies has expanded in recent years, as scholars have examined their use in e-learning, [ 11 ] [ 12 ] for example.
The two different views of transformative learning described here as well as examples of how it occurs in practice [34] suggest that no single model of transformative learning exists. When transformative learning is the goal of adult education, fostering a learning environment in which it can occur should consider the following: