Sorensen, N (2022) 'Developing the improvising teacher: implications for professionalism and the development of expertise.' In: King, H, ed. Developing expertise for teaching in higher education: practical ideas for professional learning & development. Routledge, Abingdon, pp. 218-230. ISBN 9781032057002
Abstract
This chapter is grounded in the assumption that teaching is a fundamentally improvisatory practice, relational and dialogic in nature, and that an important and desirable aim for the professional development of teachers should be to encourage the ability to improvise. Improvisation is deemed to be a vital aspect of advanced professional practice and a mode of expertise. It outlines how a professional development programme designed to encourage teacher improvisation in higher education could be structured and offers a theoretical framework to promote expertise in teacher improvisation. The theory underpinning this framework is derived from the findings of an empirical research project, a comparative study of seven outstanding secondary school teachers. The chapter addresses three questions: Is ‘the improvising teacher’ a viable and desirable professional goal? How does improvisation inform the way we understand professionalism? How do we go about the professional development of ‘the improvising teacher’? The framework for professional development has two dimensions: attitudinal development (an improvisation mindset) and functional development (developing specific improvisational skills). The chapter concludes with a reminder of the need for professional development to be seen as a collective activity, taking place within a climate of collaboration and collegiality, based on flexibility, connection and conversation.
| Item Type: | Book Chapter or Section |
|---|---|
| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education |
| Divisions: | Bath School of Music and Performing Arts School of Education |
| Related URLs: | |
| Date Deposited: | 16 Sep 2024 14:50 |
| Last Modified: | 16 Sep 2024 14:50 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/16466 |
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