Practice-based professional learning is understood in contrast to classroom-based or theory-based learning, and is kindred to terms such as work-based, workplace or work-centred learning. What distinguishes it is a concern specifically for professional learning and a preference for the term practice over work; while it does not dismiss propositional knowledge or theory outright, its central interest is the formation of self-renewing, effective professional practice, which it treats as a distinct theoretical position of its own.
Facts
Core ClaimPractice-based professional learning holds that professionals develop effective, self-renewing practice mainly by engaging with the core tasks and activities of their own work, treating practice itself, rather than classroom instruction or propositional theory alone, as a distinct and central source of professional knowledge. 1 FAQs
What does practice-based professional learning look like in US schools?
It centers on daily classroom practice rather than knowledge or theory, tying curriculum, assessment and professional learning communities together.
In US K-12 education it develops and integrates a school's use of curriculum and assessment, instructional leadership and professional learning communities to create a system-wide shift in day-to-day classroom instruction. Its focus on daily classroom practice, the core tasks and activities of teaching rather than knowledge or theory, is what distinguishes it from other models of professional learning and development.
Sources
1. Practice-based professional learning (Wikipedia)
Wikimedia Foundationlead section, first sentence
Practice-based professional learning (PBPL) is understood in contrast to classroom- or theory-based learning.
In Group: Reflective and Work-Based Professional Learning, Lead
Practice-based professional learning (PBPL) is understood in contrast to classroom- or theory-based learning.
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