Research indicates that teacher education programmes are impeded by abstract, theory-laden and decontextualised modes of teacher professional development. As a result, teachers have particular sets of pedagogical knowledge without a clear understanding of how this knowledge ought to be implemented in diverse classroom settings. As an alternative response, an argument is made for a practice-based teacher professional learning approach. By analysing theories around practice (practice theory) and the concept professional learning, we propose, firstly, that teacher professional learning programmes should include pedagogies for learning that are continuous, intensive, socially mediated, supportive, embodied and relate to the contextual needs of the teacher. Secondly, that teachers ought to be provided with the skills, necessary for the conversion of theoretical ideas into practice. Thirdly, we contend that a practice-based teacher professional approach requires teacher agency in relation to their practices, as opposed to merely implementing various strategies and approaches.

中文翻译：

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支持基于实践的教师专业学习

研究表明，教师教育计划受到教师专业发展的抽象，理论丰富和去语境化模式的阻碍。结果，教师具有特定的教学知识集，而没有清楚地了解在不同的教室环境中应如何实施这些知识。作为替代响应，有人提出了基于实践的教师专业学习方法。通过分析围绕实践（实践理论）和概念专业学习的理论，我们建议，首先，教师专业学习计划应包括学习的教学法，这些教学法应是连续的，强化的，社会中介的，支持的，体现的并与教师的情境需求相关的老师。其次，应该向教师提供技能，理论观念转化为实践所必需的。第三，我们认为基于实践的教师专业方法需要与他们的实践相关的教师代理，而不是仅仅实施各种策略和方法。