Network Logic - Index of
Network Logic - Index of
Network Logic - Index of
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
<strong>Network</strong> logic<br />
improve by practising in public. Valuing knowledge grounded in<br />
practice gives rise to the second principle: teachers are the best teachers<br />
<strong>of</strong> other teachers. Those actually involved in practice gain<br />
contextualised understandings that make their ideas especially<br />
compelling and believable. By taking the position that those who<br />
practise writing or teaching are most likely to be good at teaching it,<br />
the NWP foregrounds expertise rooted in practice and elevates the<br />
peer-to-peer approach to learning rather than the expert to novice<br />
approach.<br />
Developing a local network<br />
As we observed both <strong>of</strong> these institutes, we saw the seeds <strong>of</strong> a network<br />
sown. The institutes induct teachers into a learning community<br />
where they can concentrate on their own individual learning and yet<br />
grow from the learning agendas <strong>of</strong> others. While providing<br />
opportunities for teachers to discover and nurture a potential talent –<br />
teaching other teachers what they have learned from practice – the<br />
institutes lay the fundamental basis for the network. Having seen the<br />
worth <strong>of</strong> teachers learning from one another, many fellows leave the<br />
institutes committed to the pr<strong>of</strong>essional development <strong>of</strong> their<br />
teaching colleagues. At UCLA, for instance, there are over 40 teacher<br />
consultants (TCs) who now run pr<strong>of</strong>essional development<br />
programmes throughout LA county.<br />
Many <strong>of</strong> the active TCs with whom we talked told us that, when<br />
they taught other teachers, they continued to learn themselves. For<br />
instance, a number <strong>of</strong> teachers found that in sharing their teaching<br />
practices with their fellow teachers, they became quite articulate<br />
about the hows and whys.Despite having built expertise over the years<br />
as they tried, honed and shaped these practices, teaching them to<br />
other teachers always provided fresh insights and deeper<br />
understandings.<br />
Although many <strong>of</strong> those teachers who successfully complete the<br />
institutes become TCs, there are some who choose not to participate<br />
in teaching other teachers. Those who do, however, are frequently<br />
kept quite busy providing pr<strong>of</strong>essional development for schools and<br />
70 Demos