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Important concepts in the article
Feiman-Nemser (2001) presented three important concepts in the article. The central ideas in the teachers professional development include the pre-service preparation, new teachers induction and the continuous professional development. According to Feiman-Nemser (2001), the central ideas are interconnected and critical in the teachers professional development and the teaching practice. The concepts form the professional continuum beginning from the pre-services preparation to continuous professional development. In other words, the best learning to teach undergoes a continuous and lengthy process that requires coherent and systematic connections of the ideas.
Pre-services preparation
At the level of pre-service preparation, critical issues the professional teacher need to understand includes the subject matter, the learning process, curriculum development , the students and the teaching process. However, the concept depends on the contribution of the learning institutions working in coordinated effort and partnerships at every phase along the scale (Feiman-Nemser, 2001). The most important at pre-service preparation level is the process of converting acquaintances into supple set of growing dedications, thoughtfulness and abilities.
The induction of new teachers
At the stage of induction of the professional teachers development, new teachers are exposed to the learning and teaching environment. In other words, new teachers are exposed to the learning context and are introduced on developing relationships with the students, curriculum development as well as creating both school and classroom teaching community (Feiman-Nemser, 2001). In addition, the new teachers are introduced in the design responsive instructional program, build up professional characteristics as well as ratify a starting collection.
Continuous professional development
Continuous professional development is critical and extends at all levels. The idea of professional development enables new teachers to understand in depth the tenets of teaching. Moreover, new teachers understand deeply how to refine the activities and the requirements in the teaching profession such as the curriculum development. Continuous professional development is critical in intensification of teaching techniques and study characteristics that is helpful in pedagogical improvement (Feiman-Nemser, 2001). Further, continuous development concept is critical in expanding pedagogical responsibilities and helps in developing the required leadership skills in teachers. In essence, the concept of professional development involves the extension of repertoire development as well as enhancing a new culture in the teaching professionalism.
All the concepts that make up the professional learning continuum are systematic and overlapping. In other words, concepts such as the pre-services teachers preparation and the new teachers induction are part of the continuous teachers development (Feiman-Nemser, 2001).
The implication for how the article relates to teacher professional knowledge and changes in teaching practice
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The article provides an in depth analysis of the required processes in the teachers professional development. The article underpins the concepts that are critical in the development and growth of the teachers knowledge as well as the transformations required in the teaching practice.
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The article provides a new paradigm in the teachers professional development. In other words, the concepts in the article define new approaches to teaching practices as well as acquiring new professional knowledge.
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The article has presented a consensus of both research and literary expression the type of proficient progress and opportunities needed by the educators in their pedagogic practice as well as new ways of teaching to improve the learning prospects of all the students.
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The concepts in the article signify a paradigm shift from the traditional method of pedagogy and imparting knowledge. The article presents reforms and standards that are required in the current learning experiences and help teachers generate new knowledge through practice.
Reference
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.
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