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(Teacher as a learner of teaching)
Time period: Pre-service education / University training. During initial training, I developed basic teaching practice through micro-teaching and methodology courses, but with limited institutional context. Learning followed a knowledge-transmission model. Continuing professional development was implicit rather than explicit, showing the limits of front-loaded preparation described by Freeman and Johnson (1998). -
(Contexts of schools and schooling + teaching activity)
Time period: Teaching practicum / First teaching experiences. Early teaching experiences strengthened my teaching practice while revealing how institutional context, school policies, curricula, and student realities, shapes classroom decisions. These experiences marked the beginning of authentic continuing professional development, as knowledge emerged through participation rather than theory alone (Freeman Johnson, 1998). -
(Teacher knowledge as constructed and evolving)
Time period: Ongoing professional practice. Through reflection, I integrated teaching practice with a deeper understanding of institutional context. Reflective inquiry became central to my continuing professional development, allowing me to reinterpret theory based on classroom experience and to recognize myself as an active learner of teaching (Freeman Johnson, 1998). -
(Continuing professional development)
Time period: Future professional growth. My future development prioritizes reflective teaching practice, active engagement with institutional contexts, and sustained continuing professional development. In line with Freeman and Johnson (1998), I view teacher learning as lifelong, socially situated, and grounded in classroom participation and professional communities.