Dr. Keith S. Taber
Publication:
Taber, K. S. (2005)
Developing Teachers as Learning Doctors
Teacher Development
9 (2), pp.219-235.
Abstract:
This paper describes how workshop sessions have attempted to help
teachers from one curriculum area develop their diagnostic skills to use in
assessment for learning. The approach uses the metaphor of the teacher-as-a-learning-doctor
to encourage teachers to think about the diagnosis, prevention and treatment
of learning ‘bugs’. The workshop involves the use of a ‘typology of learning
impediments’ as a framework to discuss important research findings about potential
barriers to classroom learning. This model then acts as a focus for group-work
‘diagnosing’ authentic ‘presentations’ of student misconceptions. This paper
describes the rationale for the workshops, the basis of the typology, and
how teachers have responded in the workshop context. The limitations of this
form of provision as the basis for initiating teacher development are considered.
The workshops have engaged and involved teachers, indicating the potential
of the approach, but future work will need to look at how this translates
into classroom practice.