Traditional methods of professional development :: essays papers

Traditional methods of maestro maturationTraditional methods of professional instruction include workshops, cultivation communities, and college classes at a doctoral level. Most traditional professional suppuration opportunities occur local anestheticly. Working in local communities allows teachers to address the professional norms of practice for the area in which they practice, and allows them to form more appropriate policies (Schlager& Fusco, 2003, p. 205). Each community is different in many ways. By catering professional development opportunities to the community in which they will be used, this allows the teacher to gain more information that pertains to their student population and school system. Moreover, one opportunity for professional development that may be offered locally is workshops. Workshops are usually offered in the summer and last only a few days (Gibbs, H.J., 2004, p. 47). Workshops are convenient for nearly teachers because they have the summer off an d therefore the workshop does not interfere with their busy school work schedule. Also, local workshops allow teachers to network with other local teachers. Teachers share and build on each others ideas and work together to develop integrated activities (Gibbs, H.J., 2004, p. 47). It is important for teachers to have peers with whom they can seek advice from. Teachers with more seniority may be able to offer newer teachers helpful advice or bring up another aspect of a subject that may not have been considered. share ideas through collaboration can spark up ideas for other teachers. Another example of a traditional method of professional development is the formation of check overing communities. Learning communities are groups of teachers who meet to work on their teaching skills or new techniques. Learning communities also provide a support system to the teachers that are involved. Researchers believe teachers are more effective when they collaborate because the teacher has mora l support, situated certainty, and a better opportunity to learn (Coronel, Carrasco, Fernandez, & Gonzalez, 2003, p. 130). Teachers become more overconfident when they are formulating ideas with people who work in the same field as they do. Working with peers allows for constructive criticism and the sharing of personal experiences which help teachers to explore and learn to be more effective. Furthermore, another type of traditional professional development is taking college classes at the doctoral level. Traditional classes are preferred by near students because they find face to face discussions to be the most beneficial (Mather, M.A., 2000, p.