Teacher´s Professional Development

During my time on the PGDE Course both in University based learning, and more evidently during my Professional Practise placements, I have come to realise the significance of reflection within the teaching profession. Not only does reflecting on best practise benefit the children’s learning but also increases the teacher’s confidence and ability in making decisions and delivering lessons. ‘Reflective teaching is a great deal to do with facing such features of ourselves in a constructive and objective manner which incorporates a continuous capacity to change and develop’ (Moon, 2004).

Since embarking on the course I now question my own actions and assess the best alternatives to develop my practise by taking constructive criticism from more experienced professionals. I found through writing weekly reflections I was able to build up my critical evaluation skills, to not only recognise parts of lessons which could be changed but to identify the implications which these changes would have. ‘As a beginning trainee teacher they neither identify the implications of their teaching experiences, nor do they show how they have modified or altered their practise in light of these reflections’ (Dixie 2007). I find that I now consider why I am taking a specific action and can contemplate alternatives without the need to write everything down.

Teachers need to be competent in all three aspects of professional development in order to meet the needs of the children successfully. Each aspect of the General Teaching Council for Scotland’s (GTCS) model of reflection (2006) exist in coalition with each other in order to produce well rounded professionals who have the knowledge and understanding, skills and abilities and personal values and commitme...

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...these new insights and learning to inform future teaching practice.

It is not enough just to be competent in one aspect of teachers’ development, it is clear to see that each interlink and must exist together. If only two aspects exist the teacher is not going to become a well-rounded professional. For example, a person who has all the knowledge and understanding of the subject matter but does not have the skills and abilities in order to deliver the subject would not be able to teach effectively. This would be the same if the person had great skills and abilities but no professional values or commitment to the teaching profession. Applying knowledge and understanding through the use of professional skills and abilities, whilst in this process considering your own personal values and commitment to teaching is fundamental to lifelong learning and development.