Program developers who design effective professional development for teachers understand how teachers learn. They provide active learning experiences based on adult learning theories and invite the “whole person into the [learning] environment” (Taylor, 2009, p. 11). Programs designed for self-directed teachers who bring their experience into the learning will be more successful in supporting teachers as they adjust their teaching practice through reflection (Chen, 2014).
Transformative Learning for Teachers
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Central to all MTDS learning is the development of teacher empowerment and teachers as change agents. MTDS is devoted to increasing teacher capacity through transformative learning. The conceptual model connects research-based adult learning concepts with Mezirow's Transformative Learning Theory to posit a pathway of learning for teachers leading to changes in teacher practice. The model serves as context from which all MTDS learning opportunities and/or programming would be developed and presented. These principals of learning theory are core to the development of teacher learning experiences built within effective professional learning structures.
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MTDS conceptual model created by Tracy Gross, EdD 2021
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The MTDS adult learning conceptual model represents defining mechanisms of learning for the Missouri Teacher Development System with learning intentionally designed to lead to transformations in teacher ways of thinking and knowing and practice.
MTDS Adult Learning Key Principles
Individual Experience
Teachers are self-directed and learn best when their experience is recognized and utilized (Chen, 2014). The system is created to provide learning leading to personal transformation and designers and facilitators of MTDS programs should recognize teachers as self-directed. Teacher learning is most beneficial when teacher experiences are used within the learning (Chen, 2014).
Holistic Orientation
"Nurturing soul is an attempt to embrace the messiness and disorder that is adult learning, to enter more fully and more authentically into the matters of the heart" (Dirkx).
MTDS program designers and facilitators are encouraged to create learning experiences that welcome the whole person to the learning (Taylor, p. 11) and provide opportunities for teachers to connect through various expressions of self (Dirkx, 2006).
Designers and facilitators should acknowledge the complexities of teaching and embrace the “need to stay a part of the despair as well as the joy...(Dirkx, 2003) and provide supports for teachers during times of struggle and offer moments of celebration of success. Supporting teacher well-being is key to transformational learning and MTDS programs should allow opportunities for '"nurturing and caring for [the teacher's] soul (Dirkx, 2003).
Designers and facilitators should acknowledge the complexities of teaching and embrace the “need to stay a part of the despair as well as the joy...(Dirkx, 2003) and provide supports for teachers during times of struggle and offer moments of celebration of success. Supporting teacher well-being is key to transformational learning and MTDS programs should allow opportunities for '"nurturing and caring for [the teacher's] soul (Dirkx, 2003).
Cultural Awareness
MTDS designers and facilitators should recognize the importance of cultural awareness in adult learning. The following strategies are noted by Cueva, 2010 (p. 83-87), to promote cultural awareness in adult learning environments:
• Respectful Engagement
MTDS designers and facilitators should create opportunities for welcoming learner diversity through structures that foster listening to and respective multiple perspectives.
• Sharing Power
MTDS learning should be delivered within structures designed to transfer power to participants and encourages them to "express their viewpoints and challenge understandings” (Cueva, 2010, p. 83).
• Talking Story
MTDS facilitators value each person and encourage the sharing of each person's unique stories within an inclusive setting, leading to greater appreciation of the unique qualities each participant brings to the collaborative experience, and an awareness of the variety of perspectives within the group.
• Embracing Learning through Laughter
MTDS program designers and facilitators should welcome 'moments of laughter' (Cueva, 2010, p. 87), which has the ability to break down barriers and create cohesion amongst groups of teachers learning together as a cohort.
• Respectful Engagement
MTDS designers and facilitators should create opportunities for welcoming learner diversity through structures that foster listening to and respective multiple perspectives.
• Sharing Power
MTDS learning should be delivered within structures designed to transfer power to participants and encourages them to "express their viewpoints and challenge understandings” (Cueva, 2010, p. 83).
• Talking Story
MTDS facilitators value each person and encourage the sharing of each person's unique stories within an inclusive setting, leading to greater appreciation of the unique qualities each participant brings to the collaborative experience, and an awareness of the variety of perspectives within the group.
• Embracing Learning through Laughter
MTDS program designers and facilitators should welcome 'moments of laughter' (Cueva, 2010, p. 87), which has the ability to break down barriers and create cohesion amongst groups of teachers learning together as a cohort.
Collaboration
'We learn because we can talk to each other, and our conversation becomes more complex as our knowledge communities advance" (Bruffee, 1999).
The MTDS supports learning as a process of moving into knowledge communities of increasing complexity and values learning experiences that build trust and acceptance of times of uncertainty, consternation, or disorientation that occurs within the process of learning (Mezirow; Taylor). As a system providing developmental stage learning, it is important to understand the acculturation process occurring as teachers’ learning progresses. Teachers in similar career stages, working in the same zone of proximal development (Vygotsky), develop their own conversations, which leads to the development of a common vocabulary and shared understanding within the learning cohort.
The MTDS supports learning as a process of moving into knowledge communities of increasing complexity and values learning experiences that build trust and acceptance of times of uncertainty, consternation, or disorientation that occurs within the process of learning (Mezirow; Taylor). As a system providing developmental stage learning, it is important to understand the acculturation process occurring as teachers’ learning progresses. Teachers in similar career stages, working in the same zone of proximal development (Vygotsky), develop their own conversations, which leads to the development of a common vocabulary and shared understanding within the learning cohort.
Critical Reflection
Growth and change is often disorienting and painful and reflection is the trigger (Chen, 2014). MTDS program designers and facilitators should understand that learners grapple with new learning, which is often disorienting (Mezirow). Designers and facilitators should provide opportunities for teachers to become intentionally aware of the discomfort or disorientation they experience with new learning through personal reflective processes leading to self-assessment where teachers can determine areas of personal growth and engage in self-correction. Developing critical reflection takes time. MTDS intentionally develops reflective practice over time, developing teacher skills in self -observation, -analysis, and -examination of practice. Program designers and facilitators should have an awareness of levels and temporal dimensions (past, present, future) of reflection and create learning experiences to intentionally progress teacher reflective capacity incrementally towards critical reflection.
References
Bruffee, K. (1999). Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge (2nd ed.). Baltimore, MD: The Johns Hopkins University Press.
Chen, J. (2014). Teaching nontraditional adult students: Adult learning theories in practice. Teaching in Higher Education, 19 (4),406-418.
Cueva, M. (2010). A living spiral of understanding: Community-based adult education. New Directions for Adult and Continuing Education, 125, 79-90.
Dirkx, J. (1997). Nurturing soul in adult learning. New directions for adult and continuing education, 1997(74), 79-88.
Dirkx, J. (2006). Engaging emotions in adult learning: A Jungian perspective on emotion and transformative learning. New Directions for Adult and Continuing Education, 2006(109), 15-26.
Larrivee, B. (2008). Development of a tool to assess teachers' level of reflective practice. Reflective Practice, 9(3), 341-360.
Noffke, S., & Brennan, M. (2005). The dimensions of reflection: A conceptual and contextual analysis. International Journal of Progressive Education, 1, 58-78.
Schӧn, D. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith.
Taylor, E. (2009). Fostering transformative learning. Transformative learning in practice: Insights for community, workplace, and higher education, Mezirow, J. & Taylor, E. (eds). San Francisco, CA: Jossey-Bass.
van Manen, M. (1995). On the epistemology of reflective practice. Teachers and Teaching: Theory and Practices, 1(1), 33-50
Chen, J. (2014). Teaching nontraditional adult students: Adult learning theories in practice. Teaching in Higher Education, 19 (4),406-418.
Cueva, M. (2010). A living spiral of understanding: Community-based adult education. New Directions for Adult and Continuing Education, 125, 79-90.
Dirkx, J. (1997). Nurturing soul in adult learning. New directions for adult and continuing education, 1997(74), 79-88.
Dirkx, J. (2006). Engaging emotions in adult learning: A Jungian perspective on emotion and transformative learning. New Directions for Adult and Continuing Education, 2006(109), 15-26.
Larrivee, B. (2008). Development of a tool to assess teachers' level of reflective practice. Reflective Practice, 9(3), 341-360.
Noffke, S., & Brennan, M. (2005). The dimensions of reflection: A conceptual and contextual analysis. International Journal of Progressive Education, 1, 58-78.
Schӧn, D. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith.
Taylor, E. (2009). Fostering transformative learning. Transformative learning in practice: Insights for community, workplace, and higher education, Mezirow, J. & Taylor, E. (eds). San Francisco, CA: Jossey-Bass.
van Manen, M. (1995). On the epistemology of reflective practice. Teachers and Teaching: Theory and Practices, 1(1), 33-50