EDS 111 - Module 3E
Content
EDS 111 – PRINCIPLES OF TEACHING
MODULE 3E: PROFESSIONAL GROWTH
MODULE 3E: Professional Growth
1. Lifelong Learning and Scholarship
2. Teachers in Communities of Learning
Introduction
Being teachers, we are constantly being challenged to update ourselves with the recent developments
in various aspects of teaching and learning, such as content, curriculum, pedagogy, learning theories,
and instructional technology, and expand our professional knowledge and skills.
In this module, we will tackle professional growth, specifically, teachers’ ongoing professional
development. What does teacher professional development mean anyway? Access the resource
below for an overview on the concept of teacher professional development.
An Introduction to Teacher Development:
http://www.edutopia.org/teacher-development-introduction-video
What is Teacher Development?
http://www.education.leeds.ac.uk/assets/files/staff/papers/What-is-teacher-Development.pdf
Now that you have an idea on professional development, continue studying the rest of the resources
in this module. After which, you are expected to have accomplished the following:
1. study the resources;
2. participate in the Discussion Forum found on the course site; and
3. write your reflection on what you have learned after studying and participating in the
discussion fora in this module.
Objectives:
After studying the resources and accomplishing the activities given for this lesson, you should be
able to:
1. discuss how teachers can be lifelong learners;
2. explain the significance of scholarship and learning communities in professional
development; and
3. relate professional growth with effective teaching.
A. Lifelong Learning and Scholarship
To be able to grow professionally, teachers must engage in continuous learning and scholarly work.
In this part of the module, you will be introduced to the concept of lifelong learning and scholarship
of teaching for teachers’ professional development.
Learning Activity 1
Before we think about the relationship of teachers’ lifelong learning with their professional growth,
let us first explore the meaning of lifelong learning. Click the links below to access/download the
resources. Please study the resources carefully.
1. Lifelong Learning – Education and Training:
https://www.fig.net/pub/fig2012/papers/ts05i/TS05I_soni_5945.pdf
(Soni, S. (2012). Lifelong learning – Education and training. FIG Working Week 2012, Rome, Italy.)
Estimated Time Required: 1 hour
This article discusses the definitions of lifelong learning, its requirements and benefits, the bases
for its promotion, and the strategies for its development. Furthermore, the comparison of
lifelong learning with traditional learning and training, and the limitation of lifelong learning
are also presented in this paper.
Study Questions:
As you read the resource above, try to answer the following questions. These questions should
guide you in your study of the foregoing.
1. What is lifelong learning?
2. What are the characteristics of lifelong learning?
3. What is the difference of lifelong learning with traditional learning and training?
4. What are the requirements of lifelong learning?
5. What are the benefits of lifelong learning?
6. What are the strategies for lifelong learning?
2. Lifelong Learning: A Stratagem for New Teachers:
http://rapidintellect.com/AEQweb/6jan3151z5.htm
(Helterbran, V. R. (2005). Lifelong learning: A stratagem for new teachers. Academic Exchange
Quarterly, 9(4), 250-254.)
Estimated Time Required: 15 minutes
This resource explains the significance of lifelong learning initiatives for the professional
development of teachers, specifically novice teachers.
Study Questions:
As you read the resource above, try to answer the following questions. These questions should
guide you in your study of the foregoing.
1. Why should novice teachers become lifelong learners?
2. What is the role of formal education in lifelong learning?
3. How can teachers integrate in their teaching the principles of lifelong learning?
Page 2
3. Teachers as Continuous Learners:
http://www.escofcentralohio.org/Achievement/Documents/Teachers_as_Continuous_Learners.p
df
(Costa, A. (2008). Teachers as continuous learners. Teachers Matter, 8-10.)
Estimated Time Required: 15 minutes
In this article, Dr. Costa discusses the requirements for continuous and constructive learning
and explains the domains of continuous inquiry that teachers can focus on for their professional
development.
Study Questions:
As you read the resource above, try to answer the following questions. These questions should
guide you in your study of the foregoing.
1. According to the article, what is the first step of learning?
2. What does constructive learning entail?
3. What are the six domains of continuous inquiry?
4. How can schools become a community of continuous learners?
Supplementary Readings:
Lifelong learning: What does it mean?:
http://www.researchgate.net/profile/Marjan_Laal/publication/224767020_Lifelong_learning_Wh
at_does_it_mean/links/0912f4fba440488c32000000.pdf
Lifelong learning means effective and sustainable learning:
http://www.ciea.ch/documents/s06_ref_knapper_e.pdf
Lifelong Learning is the Most Crucial Educational Mindset:
http://www.edudemic.com/lifelong-learning-educational-mindset/
How to Become a Learning Teacher:
http://www.edudemic.com/learning-teacher/
Task 1
After studying the resources above, join the Discussion Thread 1 of Discussion Forum for Module
3E. Below are the questions that you must respond to. Please cite concrete examples for each of
your answers and provide theoretical support using the concepts learned from the resources or from
other references you have searched for and read. Do not forget to observe proper citation of sources
(in-text and reference list).
Discussion Thread 1:
1. What are the barriers to teachers’ lifelong learning? How can these obstacles be
overcome?
2. How can teachers’ attitudes and endeavors toward lifelong learning be developed,
fostered, and supported? Do you think the current educational system has created a
condition conducive for teachers’ lifelong learning?
*Note: Please be reminded of the forum guidelines given in the Discussion Guide.
Page 3
Learning Activity 2
Now that you have a clearer idea on what lifelong learning is and its relevance to the professional
growth of teachers, let’s now explore scholarship of teaching. Click the links below to
access/download the resources. Please study the resources carefully.
4. Key Characteristics of the Scholarship of Teaching and Learning:
https://www.youtube.com/watch?v=yvDKHHyx7YY
(Center for Engaged Learning (Producer). (2013, September 9). Key Characteristics of the Scholarship of
Teaching and Learning [Video file].)
Estimated Time Required: 13 minutes
Randy Bass (Georgetown University), Joanna Renc-Roe (Central European University,
Budapest), Pat Hutchings (Gonzaga University), Barbara Gayle (Viterbo University), Dan
Bernstein (University of Kansas), Mary Taylor Huber (Carnegie Foundation for the
Advancement of Teaching), Gary Poole (University of British Columbia), Nancy Chick
(Vanderbilt University), Tony Ciccone (University of Wisconsin - Milwaukee), and Sherry
Linkon (Georgetown University) define the Scholarship of Teaching and Learning (SoTL) and
describe the key characteristics of the SoTL.
Study Questions:
As you read the resource above, try to answer the following questions. These questions should
guide you in your study of the foregoing.
1. What is scholarship of teaching and learning?
2. What are the characteristics of scholarship of teaching and learning?
3. What is the relationship of scholarship of teaching and learning and educational
research?
4. Scholarship of Teaching and Learning vs. Scholarly Teaching:
https://www.youtube.com/watch?v=eedxoj1CPnk
(Center for Engaged Learning (Producer). (2013, August 16). Scholarship of Teaching and Learning
vs. Scholarly Teaching [Video file].)
Estimated Time Required: 8 minutes
In this video, Dan Bernstein, Mary Taylor Huber, Pat Hutchings, and Gary Poole differentiate
scholarship of teaching and learning from scholarly teaching.
Study Questions:
As you read the resource above, try to answer the following questions. These questions should
guide you in your study of the foregoing.
1. What is the difference between scholarship of teaching and learning and scholarly
teaching?
2. How are scholarship of teaching and learning and scholarly teaching related?
Page 4
5. The Scholarship of Teaching & Learning: A Practical Introduction and Critique:
https://akoaotearoa.ac.nz/download/ng/file/group-4/the-scholarship-of-teaching--learning---apractical-introduction-and-critique.pdf, pp 1-10
(Haigh, N. (2010). The Scholarship of Teaching & Learning: A practical introduction and critique.
Auckland, NZ.)
Estimated Time Required: 50 minutes
In this article, Haigh (2010) discusses the definition of scholarship of teaching and learning
(SoTL), its significance, its relationship with researches on pedagogy, and the critiques on the
concept of SoTL.
Study Questions:
As you read the resource above, try to answer the following questions. These questions should
guide you in your study of the foregoing.
1. What are Boyer’s Four Scholarships?
2. Why should educators be interested in scholarship of teaching and learning?
3. What is the relationship between the Scholarship of Teaching and Learning (SoTL)
and pedagogical research?
4. What are the concerns about SoTL as a concept?
Task 2
After studying the resources above, join the Discussion Thread 2 of Discussion Forum for Module
3E. Below are the questions that you must respond to. Please cite concrete examples for each of
your answers and provide theoretical support using the concepts learned from the resources or from
other references you have searched for and read. Do not forget to observe proper citation of sources
(in-text and reference list).
Discussion Thread 2:
1. What is the significance of scholarship of teaching and learning (SoTL) to teachers’
professional development and effective teaching?
2. Scholarship of teaching and learning is usually focused on tertiary education, should
basic and secondary educators be involved in SoTL? Why or why not? How can
teachers’ efforts for SoTL can be cultivated and supported across educational levels?
*Note: Please be reminded of the forum guidelines given in the Discussion Guide.
Page 5
B. Teachers in Communities of Learning
What are professional learning communities and how are they relevant to ongoing professional
growth and development of teachers? In this section, you will learn about professional learning
communities and its role in teachers’ professional development and effective teaching.
Learning Activity
What is professional learning community? How can it reinforce teachers’ professional growth?
Click the links below to access/download the resources. Please study the resources carefully.
1. The Professional Learning Community: An Overview:
http://www.corwin.com/upm-data/27683_Roberts_Chapter_1.pdf
(Roberts, S. & Pruitt, E. Z. (2009). The professional learning community: An overview (Chapter 1).
In Schools as professional learning communities: Collaborative activities and strategies for professional
development (2nd ed.). Thousand Oaks, California: Corwin Press, pp. 1-25.)
Estimated Time Required: 2 hours
This e-text provides a comprehensive overview on professional learning community as it
discusses its definition, characteristics, role, effects, and relationship with reflective practice.
Study Questions:
As you read the resource above, try to answer the following questions. These questions should
guide you in your study of the foregoing.
1. What does learning community mean?
2. What are the characteristics of a learning community?
3. What are the challenges of building a collaborative culture in educational institutions?
4. What are the key strategies for building learning communities?
5. What are the effects of learning communities?
6. How does reflective practice contribute to the building of learning communities?
2. What is a “Professional Learning Community”?:
http://www.allthingsplc.info/files/uploads/DuFourWhatIsAProfessionalLearningCommunity.pdf
(DuFour, R. (2004). What is a “Professional Learning Community”?. Educational Leadership, 61(8), 611.)
Estimated Time Required: 25 minutes
In this article, DuFour (2004) discusses the 3 core principles of professional learning
communities.
Study Questions:
As you read the resource above, try to answer the following questions. These questions should
guide you in your study of the foregoing.
1. What are the core principles of professional learning communities?
2. How do these principles guide schools in sustaining professional learning
communities?
Page 6
Supplementary Readings:
Creating a Professional Learning Community at Work: Foundational Concepts and
Practices:
https://www.youtube.com/watch?v=FLGHY9-sibA
Teachers’ Learning Communities: Catalyst for Change or a New Infrastructure for the
Status Quo?:
http://isep.buffalo.edu/documents/TeachersLearningCommunities.pdf
Professional Learning Communities: A Review of the Literature:
http://schoolcontributions.cmswiki.wikispaces.net/file/view/PROFESSIONAL+LEARNING+C
OMMUNITIES+A+REVIEW+OF.pdf
Task
After studying the resources above, join the Discussion Thread 3 of Discussion Forum for Module
3E. Below are the questions that you must respond to. Please cite concrete examples for each of
your answers and provide theoretical support using the concepts learned from the resources or from
other references you have searched for and read. Do not forget to observe proper citation of sources
(in-text and reference list).
Discussion Thread 3:
1. What is the significance of being engaged in professional learning communities? Is
professional learning community being institutionalized in schools in your place of work,
community, or country? Why or why not?
2. How are knowledge base, teaching skills, reflective practice, scholarship of teaching and
learning, and professional learning community interrelated?
*Note: Please be reminded of the forum guidelines given in the Discussion Guide.
Page 7
MODULE 3E: PROFESSIONAL GROWTH
MODULE 3E: Professional Growth
1. Lifelong Learning and Scholarship
2. Teachers in Communities of Learning
Introduction
Being teachers, we are constantly being challenged to update ourselves with the recent developments
in various aspects of teaching and learning, such as content, curriculum, pedagogy, learning theories,
and instructional technology, and expand our professional knowledge and skills.
In this module, we will tackle professional growth, specifically, teachers’ ongoing professional
development. What does teacher professional development mean anyway? Access the resource
below for an overview on the concept of teacher professional development.
An Introduction to Teacher Development:
http://www.edutopia.org/teacher-development-introduction-video
What is Teacher Development?
http://www.education.leeds.ac.uk/assets/files/staff/papers/What-is-teacher-Development.pdf
Now that you have an idea on professional development, continue studying the rest of the resources
in this module. After which, you are expected to have accomplished the following:
1. study the resources;
2. participate in the Discussion Forum found on the course site; and
3. write your reflection on what you have learned after studying and participating in the
discussion fora in this module.
Objectives:
After studying the resources and accomplishing the activities given for this lesson, you should be
able to:
1. discuss how teachers can be lifelong learners;
2. explain the significance of scholarship and learning communities in professional
development; and
3. relate professional growth with effective teaching.
A. Lifelong Learning and Scholarship
To be able to grow professionally, teachers must engage in continuous learning and scholarly work.
In this part of the module, you will be introduced to the concept of lifelong learning and scholarship
of teaching for teachers’ professional development.
Learning Activity 1
Before we think about the relationship of teachers’ lifelong learning with their professional growth,
let us first explore the meaning of lifelong learning. Click the links below to access/download the
resources. Please study the resources carefully.
1. Lifelong Learning – Education and Training:
https://www.fig.net/pub/fig2012/papers/ts05i/TS05I_soni_5945.pdf
(Soni, S. (2012). Lifelong learning – Education and training. FIG Working Week 2012, Rome, Italy.)
Estimated Time Required: 1 hour
This article discusses the definitions of lifelong learning, its requirements and benefits, the bases
for its promotion, and the strategies for its development. Furthermore, the comparison of
lifelong learning with traditional learning and training, and the limitation of lifelong learning
are also presented in this paper.
Study Questions:
As you read the resource above, try to answer the following questions. These questions should
guide you in your study of the foregoing.
1. What is lifelong learning?
2. What are the characteristics of lifelong learning?
3. What is the difference of lifelong learning with traditional learning and training?
4. What are the requirements of lifelong learning?
5. What are the benefits of lifelong learning?
6. What are the strategies for lifelong learning?
2. Lifelong Learning: A Stratagem for New Teachers:
http://rapidintellect.com/AEQweb/6jan3151z5.htm
(Helterbran, V. R. (2005). Lifelong learning: A stratagem for new teachers. Academic Exchange
Quarterly, 9(4), 250-254.)
Estimated Time Required: 15 minutes
This resource explains the significance of lifelong learning initiatives for the professional
development of teachers, specifically novice teachers.
Study Questions:
As you read the resource above, try to answer the following questions. These questions should
guide you in your study of the foregoing.
1. Why should novice teachers become lifelong learners?
2. What is the role of formal education in lifelong learning?
3. How can teachers integrate in their teaching the principles of lifelong learning?
Page 2
3. Teachers as Continuous Learners:
http://www.escofcentralohio.org/Achievement/Documents/Teachers_as_Continuous_Learners.p
df
(Costa, A. (2008). Teachers as continuous learners. Teachers Matter, 8-10.)
Estimated Time Required: 15 minutes
In this article, Dr. Costa discusses the requirements for continuous and constructive learning
and explains the domains of continuous inquiry that teachers can focus on for their professional
development.
Study Questions:
As you read the resource above, try to answer the following questions. These questions should
guide you in your study of the foregoing.
1. According to the article, what is the first step of learning?
2. What does constructive learning entail?
3. What are the six domains of continuous inquiry?
4. How can schools become a community of continuous learners?
Supplementary Readings:
Lifelong learning: What does it mean?:
http://www.researchgate.net/profile/Marjan_Laal/publication/224767020_Lifelong_learning_Wh
at_does_it_mean/links/0912f4fba440488c32000000.pdf
Lifelong learning means effective and sustainable learning:
http://www.ciea.ch/documents/s06_ref_knapper_e.pdf
Lifelong Learning is the Most Crucial Educational Mindset:
http://www.edudemic.com/lifelong-learning-educational-mindset/
How to Become a Learning Teacher:
http://www.edudemic.com/learning-teacher/
Task 1
After studying the resources above, join the Discussion Thread 1 of Discussion Forum for Module
3E. Below are the questions that you must respond to. Please cite concrete examples for each of
your answers and provide theoretical support using the concepts learned from the resources or from
other references you have searched for and read. Do not forget to observe proper citation of sources
(in-text and reference list).
Discussion Thread 1:
1. What are the barriers to teachers’ lifelong learning? How can these obstacles be
overcome?
2. How can teachers’ attitudes and endeavors toward lifelong learning be developed,
fostered, and supported? Do you think the current educational system has created a
condition conducive for teachers’ lifelong learning?
*Note: Please be reminded of the forum guidelines given in the Discussion Guide.
Page 3
Learning Activity 2
Now that you have a clearer idea on what lifelong learning is and its relevance to the professional
growth of teachers, let’s now explore scholarship of teaching. Click the links below to
access/download the resources. Please study the resources carefully.
4. Key Characteristics of the Scholarship of Teaching and Learning:
https://www.youtube.com/watch?v=yvDKHHyx7YY
(Center for Engaged Learning (Producer). (2013, September 9). Key Characteristics of the Scholarship of
Teaching and Learning [Video file].)
Estimated Time Required: 13 minutes
Randy Bass (Georgetown University), Joanna Renc-Roe (Central European University,
Budapest), Pat Hutchings (Gonzaga University), Barbara Gayle (Viterbo University), Dan
Bernstein (University of Kansas), Mary Taylor Huber (Carnegie Foundation for the
Advancement of Teaching), Gary Poole (University of British Columbia), Nancy Chick
(Vanderbilt University), Tony Ciccone (University of Wisconsin - Milwaukee), and Sherry
Linkon (Georgetown University) define the Scholarship of Teaching and Learning (SoTL) and
describe the key characteristics of the SoTL.
Study Questions:
As you read the resource above, try to answer the following questions. These questions should
guide you in your study of the foregoing.
1. What is scholarship of teaching and learning?
2. What are the characteristics of scholarship of teaching and learning?
3. What is the relationship of scholarship of teaching and learning and educational
research?
4. Scholarship of Teaching and Learning vs. Scholarly Teaching:
https://www.youtube.com/watch?v=eedxoj1CPnk
(Center for Engaged Learning (Producer). (2013, August 16). Scholarship of Teaching and Learning
vs. Scholarly Teaching [Video file].)
Estimated Time Required: 8 minutes
In this video, Dan Bernstein, Mary Taylor Huber, Pat Hutchings, and Gary Poole differentiate
scholarship of teaching and learning from scholarly teaching.
Study Questions:
As you read the resource above, try to answer the following questions. These questions should
guide you in your study of the foregoing.
1. What is the difference between scholarship of teaching and learning and scholarly
teaching?
2. How are scholarship of teaching and learning and scholarly teaching related?
Page 4
5. The Scholarship of Teaching & Learning: A Practical Introduction and Critique:
https://akoaotearoa.ac.nz/download/ng/file/group-4/the-scholarship-of-teaching--learning---apractical-introduction-and-critique.pdf, pp 1-10
(Haigh, N. (2010). The Scholarship of Teaching & Learning: A practical introduction and critique.
Auckland, NZ.)
Estimated Time Required: 50 minutes
In this article, Haigh (2010) discusses the definition of scholarship of teaching and learning
(SoTL), its significance, its relationship with researches on pedagogy, and the critiques on the
concept of SoTL.
Study Questions:
As you read the resource above, try to answer the following questions. These questions should
guide you in your study of the foregoing.
1. What are Boyer’s Four Scholarships?
2. Why should educators be interested in scholarship of teaching and learning?
3. What is the relationship between the Scholarship of Teaching and Learning (SoTL)
and pedagogical research?
4. What are the concerns about SoTL as a concept?
Task 2
After studying the resources above, join the Discussion Thread 2 of Discussion Forum for Module
3E. Below are the questions that you must respond to. Please cite concrete examples for each of
your answers and provide theoretical support using the concepts learned from the resources or from
other references you have searched for and read. Do not forget to observe proper citation of sources
(in-text and reference list).
Discussion Thread 2:
1. What is the significance of scholarship of teaching and learning (SoTL) to teachers’
professional development and effective teaching?
2. Scholarship of teaching and learning is usually focused on tertiary education, should
basic and secondary educators be involved in SoTL? Why or why not? How can
teachers’ efforts for SoTL can be cultivated and supported across educational levels?
*Note: Please be reminded of the forum guidelines given in the Discussion Guide.
Page 5
B. Teachers in Communities of Learning
What are professional learning communities and how are they relevant to ongoing professional
growth and development of teachers? In this section, you will learn about professional learning
communities and its role in teachers’ professional development and effective teaching.
Learning Activity
What is professional learning community? How can it reinforce teachers’ professional growth?
Click the links below to access/download the resources. Please study the resources carefully.
1. The Professional Learning Community: An Overview:
http://www.corwin.com/upm-data/27683_Roberts_Chapter_1.pdf
(Roberts, S. & Pruitt, E. Z. (2009). The professional learning community: An overview (Chapter 1).
In Schools as professional learning communities: Collaborative activities and strategies for professional
development (2nd ed.). Thousand Oaks, California: Corwin Press, pp. 1-25.)
Estimated Time Required: 2 hours
This e-text provides a comprehensive overview on professional learning community as it
discusses its definition, characteristics, role, effects, and relationship with reflective practice.
Study Questions:
As you read the resource above, try to answer the following questions. These questions should
guide you in your study of the foregoing.
1. What does learning community mean?
2. What are the characteristics of a learning community?
3. What are the challenges of building a collaborative culture in educational institutions?
4. What are the key strategies for building learning communities?
5. What are the effects of learning communities?
6. How does reflective practice contribute to the building of learning communities?
2. What is a “Professional Learning Community”?:
http://www.allthingsplc.info/files/uploads/DuFourWhatIsAProfessionalLearningCommunity.pdf
(DuFour, R. (2004). What is a “Professional Learning Community”?. Educational Leadership, 61(8), 611.)
Estimated Time Required: 25 minutes
In this article, DuFour (2004) discusses the 3 core principles of professional learning
communities.
Study Questions:
As you read the resource above, try to answer the following questions. These questions should
guide you in your study of the foregoing.
1. What are the core principles of professional learning communities?
2. How do these principles guide schools in sustaining professional learning
communities?
Page 6
Supplementary Readings:
Creating a Professional Learning Community at Work: Foundational Concepts and
Practices:
https://www.youtube.com/watch?v=FLGHY9-sibA
Teachers’ Learning Communities: Catalyst for Change or a New Infrastructure for the
Status Quo?:
http://isep.buffalo.edu/documents/TeachersLearningCommunities.pdf
Professional Learning Communities: A Review of the Literature:
http://schoolcontributions.cmswiki.wikispaces.net/file/view/PROFESSIONAL+LEARNING+C
OMMUNITIES+A+REVIEW+OF.pdf
Task
After studying the resources above, join the Discussion Thread 3 of Discussion Forum for Module
3E. Below are the questions that you must respond to. Please cite concrete examples for each of
your answers and provide theoretical support using the concepts learned from the resources or from
other references you have searched for and read. Do not forget to observe proper citation of sources
(in-text and reference list).
Discussion Thread 3:
1. What is the significance of being engaged in professional learning communities? Is
professional learning community being institutionalized in schools in your place of work,
community, or country? Why or why not?
2. How are knowledge base, teaching skills, reflective practice, scholarship of teaching and
learning, and professional learning community interrelated?
*Note: Please be reminded of the forum guidelines given in the Discussion Guide.
Page 7
