137x Filetype PPTX File size 0.19 MB Source: www.peterliljedahl.com
OUR EXPERIENCE • teachers have tensions that they experiencing in their daily practice: • between what they want to do and what they have time to do • between what they believe to be important and what they are being pushed to do • these tensions are complex collections of opposing forces of wants and needs that complicate the decision making processes of teachers • sometimes teachers want to resolve these tensions • sometimes these tensions are the very reason that they are seeking out professional growth opportunities OUR INTERESTS • we want to understand these tensions and the roles they play in: • the decisions that teachers make • the lessons they deliver • the answers they seek through their professional growth • we want to understand how these tensions are born within teachers and through teacher practice • we want to understand our roles, as professional development facilitators, in: • helping teachers live with and/or resolve these tensions • creating more tensions TENSIONS – Berlak & Berlak (1981) • tensions (sometimes called dilemmas) have been recognised as an integral part of teaching practice dating since the early 1980's • Berlak and Berlak (1981) examined the complex and sometimes contradictory behaviours of teachers in responding to the curriculum within socio-cultural contexts TENSIONS – Lampert (1985) • emphasised the personal and practical aspects of dilemmas • for her, tensions can be understood as problems to be managed, rather than solved – teachers are "dilemma managers" • tensions contribute to the developing identity of the teacher • the admission that some of the conflicts encountered in teaching are not resolvable is not a weakness TENSIONS – Adler (2001) • also takes the view that dilemmas in teaching are often managed rather than solved • agrees with Lampert (1985) that the recognition and management of the dilemmas is tied to personal biography • however, she integrates the Berlak & Berlak’s (1981) socio-cultural perspective, which emphasises the importance of contexts beyond the classroom situation
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