EDU3083 LEADERSHIP AND TEACHER PROFESSIONAL DEVELOPMENT

Topic 4: Development
Stages of Teachers
Qurratu Ayun
Lai Xianyie

Content
Introduction
Theory of Thoughtfulness (Fuller,
1969)
Five development of Teachers
(Trotter, 1968)
Journey from Novice to Expert Implications towards Teachers

The mediocre
teacher tells. The
good teacher
explains. The
superior teacher
demonstrates. The
great teacher
inspires.
William Arthur

Do you agree
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Pre-service
teacher
(Training
Teacher)

Professional
Teacher

Theory of
Thoughtfulness
(Fuller, 1969)

Five development of
Teachers (Trotter,
1968)

Personal
care level

Novice
Level

Care Level
Toward Task

Advanced
Novice
Level

Impact
Level

Efficient
Level
Skilled
Level
Expert
Level

Five development of Teachers

(Trotter, 1968)

5
years

10
years

15
years

Expert
3
Level
years
Effective /
Competent
AdvancedLevel
1
Novice
year
Novic Level
e
Level

Master
Level

Novice Level

Teacher
trainee
Have idea on
the profession
of a teacher
via their
degree
program

Novic
e
Level

Begin to attain
some initial
skills and
terminology
related to the
teaching
profession

Begins to
learn how to
teach

Learn facts,
concept
and the
pedagogy
of teaching

Advance Novice Level

Training teachers
add factual
knowledge
(vocabulary,
concepts and
principles)
Need
mentoring
Exposure to
ADVANCED
observation
Gain
actual school
NOVICE
/
s to
experiences

School
Based
COMPETENC
develop
in
Experience
E LEVEL
confidence
performing

Practicum
and skills to
daily tasks
teach
Need lots of
hands-on
teaching
experiences to
be competent

Effective / Competence
Level

COMPETENT
LEVEL
Have certificate or degree in
teaching (eligibility requirement)
Begins when teachers are being
posted to schools
Achieve skills in their respective
fields
2-5 years of training and open to
new learning and training
Begin to recognize more
principles and concepts out of
context
Begin to have ability to solve
teaching and learning problems
Investigate practice via reflection

Communicat
ion skills
Students
Colleagues
Organizati
on skills

Maintains
professionali
sm

Personal
appearanc
e

Loves
to
teach

EFFECTI
VE
LEVEL

Collaborates
with
colleagues

Able to
create a
sense of
belonging
in the
classroo
m

Plan ahead to
avoid and solve
problems
Proactive

Think out
of the
box

EFFECTI
VE
LEVEL
Flexible
Find new ways
to solve
teaching

Use a variety
of media in
teaching

Expert Level

Skilled teacher
Able to anaylse the
learning environment in
a creative and unique
way

EXPERT
LEVEL

Implement decision
based on intuition
Able to guide
novice teachers
Mentor / Ketua
Panitia

Share ideas,
experiences and skills
through forums,
courses, seminars and
discussion
EXPERT LEVEL

Invent new way to

teach

Easily identify the key

elements in a task

Master Level

His
ideas
can
influenc
e
policies

Has rich
experienc
e

Authorit
y in his
professi
on
Supervis
ors

MAST
ER
LEVEL
Able to
make
decision
based on
his
intuition

Handle complex
situations
creatively and
uniquely and
still able to
present smooth
teaching

Journey from Novice to Expert Implications towards Teachers

Only a handful of teachers successfully

completed the course of his teaching
career to the level of expert teachers.
Berliner (1988)

Pedagogi
cal
content
knowledg
e

Knowledge
Curriculu
of students
m
and student
knowled
characteristi
ge
cs
General
Knowledg
pedagogi
e of
cal
education
knowledg
al
e
contexts
Seven Core
Knowledge
Knowledge
of the
for The
Knowled
philosophy
Efficiency of
ge of the
, goals and
a Teacher
content
values of
(Shulman,
education
1986)

Teachers Pedagogical Content Knowledge

Novice
Expert
1. Knowledge is a
1. In-depth knowledge of the
discrete content
content
Unable to relate
Able to relate and combine many
the contents learnt
contexts
2. Pedagogical
action is limited
methods of
imparting
knowledge and
teaching
performance

2. Wider, interactive and diverse

pedagogy action
Able to attempt to problems
creatively
3. Consider the way students learn
and how students construct
concepts in cognitive structure
representation when teaching
Focus on the prior knowledge and
pupils thinking

Course in teacher training

Support and guidance
program balance theory
received during the
andto
practice - allow direct
teaching program will Aspects
facilitate the achievement beexperience and active
learning
of mastery level of
emphasize
competence

d
(Transition
Exercise or activity
Novice learns about
from
classroom management
Lead to the
novice
to
Hands on experience
development of specific
advance
knowledge domain
(case study analysis)
level)
(pedagogical content
knowledge and general
pedagogical

Simulation experience
(role play)
Vicarious experience
(observe a class

Conclusion
The teaching profession is actually a
travel destination even if the destination
is no less important. Travelling along the
journey is more meaningful if it is
planned and made preparations at an
early stage.