Constructing a learning partnership in transformative teacher development

Abstract

The learning partnership model was dynamic in the design of a master's degree program for practising k‐12 teachers. The process of designing experiences that explicitly support teachers to reflect on their assumptions, consider alternative perspectives, develop a language and make explicit connections between theory and practice will be discussed. A variety of reflective tools encourage a movement in teacher's development toward becoming self‐authoring; these tools are essential to sustaining continuous improvement. Over time, teachers demonstrated ownership of pedagogical understandings and the transfer of knowledge into practice. The impact of modeling the reflective feedback cycle by university faculty enhances the learning process toward transformative teacher development.

Keywords:

• transformation
• learning partnerships
• reflective practice teacher development
• self‐authorship
• teaching and learning