The Emerging Repertoire Demanded of Teachers of the Future : Surviving the Transition

Bowes, J.

The predictions of some writers that the teacher of the future will be a learning broker, a knowledge systems expert and a learning strategist, imply a range of skills and competencies that may seem daunting to most current teachers. This paper will explore what this might mean in reality and how some of the implicit challenges in this role description might be met. In the context of infrastructure that is still being developed (Forrest 2002) and the backlash of criticism that is beginning to emerge from research about the value of ICT in education (Macleod 2002), it is important to find ways to help teachers effectively navigate their individual paths to the reinvention of their role. The author will draw on her experiences in developing online learning communities and information exchange systems to examine how teachers can be empowered to meet these multiple demands by building their repertoire based on authentic professional learning activities.

Cite as: Bowes, J. (2003). The Emerging Repertoire Demanded of Teachers of the Future : Surviving the Transition. In Proc. ICT and the Teacher of the Future - Selected Papers from the International Federation for Information Processing Working Groups 3.1 and 3.3 Working Conference, Melbourne, Australia. CRPIT, 23. McDougall, A., Murnane, J. S., Stacey, C. and Dowling, C., Eds. ACS. 7-9.

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