Excerpt

Contents
1 Introduction
2 Learning theories
2.1 Behavioural learning theories
2.1.1 Implication of the behavioural learning theories
2.2 Cognitive learning theories
2.2.1 Implication of the cognitive theories of learning to the development of teaching
2.3 Developmental theory of learning
2.3.1 Stages of cognitive development
2.3.2 Contribution of developmental theories in teaching and learning;
2.4 Constructivism theories of learning
2.4.1 Contribution of Constructivism theories to teaching and learning
2.5 Information processing theory of learning
2.5.1 Contribution of the theory in teaching and learning process
2.6 Humanistic theory of learning
2.6.1 Contribution of Humanistic theories to teaching and learning
3 Conclusion
4 REFERENCES

1 Introduction
In this paper the concept of teacher development is well examined, and theories pertaining to it are
also linked to. There are some important terms that need clarification and defining before the
concept is explored in deep. The reasons why some terms are worth clarifying is the need for shared
understanding. The absence of shared (common) understanding threatens construct validity, and
difficulty in identifying teacher development process.
Development is a process that involves change from a primitive state to a more advanced one. The
United Nations Development Programme uses a more detailed definition and according to them
development is to lead long and healthy lives, to be knowledgeable, to have access to the resources
needed for a decent standard of living and to be able to participate in the life of the community.
Human development can be viewed as freeing people from obstacles that affect their ability to
develop their own lives and communities. Development is about empowerment, it is about people
taking control of their own lives, expressing their own demands and finding their own solutions to
their problems Teacher development is a process whereby teachers’ professionality and/or
professionalism may be considered to be enhanced (Evans, 2002). This is to say that the process of
teacher development is about both the status and attitude towards the profession. Professionalism is
about the status of the profession and in this regard it is about developing teachers’ status
professionally. Professionality is about the attitude towards the profession and in this regard it is
about developing positive attitude towards it. Evans (2002) asserts that teacher development
process may enhance the status of the profession as a whole and improve teachers’ knowledge,
skills, and practice.
A profession refers to an occupation that requires specialised education, knowledge, training and
ethics whose members earn their living from what they do and are expected to meet and maintain
common standards (WiseGeek, 2012). Generally a profession is an occupation, vocation and/or high
status career usually involving prolonged academic training, formal qualification and/or membership
of a profession or regulatory body.
The teaching profession not only ought to have the qualities but also strive to maintain them.
Teacher professional development is the acquisition of different perspectives and ideas, and the
incorporation of a wider vision of what teaching involves (Evans, 2002). Koda (2006) defined
teachers’ professional development as one component of school improvement involving teachers
seeking guidance through strategies such as clinical supervision. Generally professional
development for teachers is the process whereby teachers upgrade and improve their practices
whose end is not pre-determined.
A theory as defined by Chunck (2012) is a scientifically acceptable set of principles offered to explain
a phenomenon. A theory provides frameworks foe interpreting environmental observation and
serves as a bridge between research and education. Ary, Jacobs, and Sorensen (2010) give
characteristics of a theory which among others include:
- A theory should be able to explain observable factors relating to a particular problem.
- A theory should be consistent with observable facts and with the already established body of
knowledge.
- A theory should provide means for its verification.
- A theory should stimulate new discoveries and indicate further areas in need of investigation.
In teacher development, theories of learning are of concern. This is because in the teaching
profession much of the practice and development in the field borrow ideas from learning theories.

2 Learning theories
Learning is an enduring change in behaviour, or the capacity to behave in a given fashion which
results from practice or other forms of experience (Chunk, 2012). Learning can also be looked at as
a relative permanent change of behaviour as a result of experience.
Learning theories are theories whose main concern is to link research with education. In other words
learning theories explain how learning and teaching processes should be and/or should take place.
As teachers deal with teaching and of equal importance learning of students, the contribution of
various learning theories to teacher development is with some detail given hereunder.
Although theories differ in many ways, including their general assumptions and guiding principles,
many rest on a common foundation. These theories differ in how they predict that learning occurs—
in the processes of learning—and in what aspects of learning they stress. Thus, some theories are
oriented more toward basic learning and others toward applied learning and, within that, in different
content areas; some stress the role of development, others are strongly linked with instruction; and
some emphasize motivation.
2.1 Behavioural learning theories
Behavioural learning theories view learning as change in rate/frequency of occurrence, or form of
behaviour or response which occurs primarily as a function of environmental factors (Chunk, 2012).
They also contend that learning involves the formation of associations between stimuli and
responses. Behaviourists explain learning in terms of observable phenomena, and reinforcing
consequences make the response more likely to occur whereas punishing consequences make it
less likely. The role of environment specifically how stimuli are arranged and presented and how
responses are reinforced are of most important. Motivation is the process whereby goal-directed
activities are instigated and sustained.
2.1.1 Implication of the behavioural learning theories
As environment properly arranged help learning to occur, teachers should prepare the environment
that will help learners to learn such as arranging activities that suit environment. Teachers also need
to help learners make practice of what they have learned. This is important as learning is subject to
the rate of occurrence of behaviour. The practicing is important for strengthening the responses.
Learning should be reinforced. Students should therefore be given rewards. Teachers are to reward
any desired behaviour in learning. However to weaken the undesired behaviour learned, teachers
should apply punishment. In developing the profession of teaching, teachers have to note that
developing professionally has some benefits such as being able to help learners learn. Increasing
the knowledge base, being rewarded economically and developing/improving their personal lives.
This is to say teachers plan to develop professionally due to these observable benefits as well.