Kaleidoscope of Orientations: a model of professional development for practicing teachers

Authors

  • Vandy Britton University of the Fraser Valley
  • Awneet Sivia University of the Fraser Valley

Abstract

This paper explores the foundations of professional development for practicing teachers (PDPT). In BC, the comprehensive and significant reform of K-12 curriculum calls for teachers to innovate practice, alter pedagogical approaches and reimagine student and teacher roles. As teachers encounter these new curriculum changes, the authors assert that PDPT must include particular orientations to professional learning in order to respond to the calls for innovation. The proposed “kaleidoscope of orientations” draws on four theoretical foundations that can serve to inform the design of PDPT: inquiry as stance, reflective practice, teacher learning communities, and three ways forward.

Author Biographies

Vandy Britton, University of the Fraser Valley

Vandy Britton is an Assistant Professor at the University of the Fraser Valley and is Department Head for Teacher Education. Prior to this time, she worked in Professional programs at Simon Fraser University and as a secondary teacher for Burnaby School District. Her PhD (2013) from SFU is in Curriculum Theory and Implementation.

Awneet Sivia, University of the Fraser Valley

Awneet Sivia is an Associate Professor at the University of the Fraser Valley and a former Department Head for Teacher Education. She has previously worked in Professional Programs at Simon Fraser University and as a secondary Science teacher for Maple Ridge School District. She completed her PhD in 2016.

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Published

01-09-2019

Issue

Vol. 4 (2019): What might professional development look like?

Section

Articles

License

Copyright (c) 2019 Vandy Britton, Awneet Sivia

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