Action Learning in Schools

Author: Peter Aubusson
Publisher: Routledge
ISBN: 1136616969
Format: PDF, Docs
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Teaching is becoming increasingly complex in the 21st Century, creating a need for more sophisticated frameworks to support teachers’ professional learning. Action learning is one such framework and has been used for workplace learning in business settings for many years. It is now becoming increasingly popular in school and university settings, but it is often misunderstood. This book clarifies what action learning is, linking key concepts to illustrate that it is not merely a process, but a dynamic interaction between professional learning, communities, leadership and change. The book brings together more than a decade of the authors’ research in school-based action learning. Rich and diverse, the research draws on more than 100 case studies of action learning by teams of teachers in schools. The authors: provide practical advice on how to initiate and sustain action learning; explain the interaction between action learning, teacher development, professional learning, community building, leadership and change; and illustrate how action learning can link to classroom practice so closely that it becomes part of what teachers do, rather than an added impost. Addressing the highs and lows, the successes and failures, and their underlying causes, Action Learning in Schools provides insights into theories of cooperation, innovation, leadership and community formation to inform individual projects and large-scale school improvement initiatives. It will be of interest to teacher educators, pre-service and experienced teachers alike, as well as school and education system managers and policymakers keen to enhance teacher professional learning and educational outcomes for students.

Teachers Learning

Author: Colleen McLaughlin
Publisher: Cambridge University Press
ISBN: 110761869X
Format: PDF, ePub, Mobi
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This book is part of The Cambridge Teacher series, edited by senior colleagues at the University of Cambridge Faculty of Education, which has a longstanding tradition of involvement in high quality, innovative teacher education and continuing professional development.

Realizing The Power Of Professional Learning

Author: Timperley, Helen
Publisher: McGraw-Hill Education (UK)
ISBN: 0335244041
Format: PDF
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Developing an approach to professional learning that has motivated teachers and resulted in impressive improvements in student learning, particularly for students who traditionally underachieve in school.

Effective Teacher Development

Author: Bob Burstow
Publisher: Bloomsbury Publishing
ISBN: 1474231888
Format: PDF, ePub
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The responsibility for facilitating effective continuing professional development (CPD) is based firmly in schools. Frequently, decisions are based on gut feeling, advertisements received or prior experiences. Effective Teacher Development encourages readers to move beyond this and to enhance their strategic decision making in order to effectively develop CPD programmes within their school, partner schools, federations or school chains. The theory behind CPD is explored, drawing on research and evidence from recent practice, including a 10-year international longitudinal study of the effectiveness of professional development to teachers. Readers are supported to develop their understanding of the whole life cycle of a CPD programme, from setting up a new programme to evaluating the effectiveness of existing provision. Chapter summaries and navigational tools support readers looking for guidance on particular issues and questions encourage readers to reflect on the impact of suggestions in their own particular context. Effective Teacher Development is essential reading all involved in designing, implementing and developing effective CPD programmes.

Professional Development for Language Teachers

Author: Jack C. Richards
Publisher: Cambridge University Press
ISBN: 052184911X
Format: PDF, Mobi
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This much-needed text provides a coherent and strategic approach to teacher development Teacher Development for Language Teachers examines ten different approaches for facilitating professional development in language teaching: self-monitoring, support groups, journal writing, classroom observation, teaching portfolios, analysis of critical incidents, case analysis, peer coaching, team teaching, and action research. The introductory chapter provides a conceptual framework. All chapters contain practical examples and reflection questions to help readers apply the approach in their own teaching context.

Teacher centered Professional Development

Author: Gabriel Díaz-Maggioli
Publisher: ASCD
ISBN: 0871208598
Format: PDF, ePub
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Teacher-Centered Professional Development is a hands-on guide to collaborative skill building for educators. It introduces the Teacher's Choice Framework, a model that empowers teachers by helping them choose and initiate professional growth activities according to their schedules, strengths, and needs. The book describes a wide variety of professional development strategies, including mentoring, journal writing, peer-to-peer coaching, and seminars. For each strategy, the author provides: * A brief history of the research base * A step-by-step guide to implementing the strategy * Sample handouts and assessment forms * Examples from the field of the strategy in practice With this book, teachers at all levels can quickly learn how to set up development teams, conduct action research, and engage in other activities to further their skills. In addition, the Teacher's Choice Framework helps educators prioritize their needs and choose the strategies that best suit those needs. Teacher-Centered Professional Development offers both a perfect introduction to staff development options and a commonsense method for choosing among them.

Leading Teacher Professional Learning and Development

Author: Dara Kim
Publisher:
ISBN:
Format: PDF, ePub
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This study aimed to explore instructional leaders’ perceptions of leading Professional Learning and Development (PLD) in six private English language schools in Cambodia and sought to identify the challenges leaders faced in leading PLD for teachers in their schools. This study also explored teachers’ perceptions of the PLD provided by their leaders and the challenges they perceived as preventing their participation. A mixed method research design was adopted. Semi-structured interviews were conducted with six instructional leaders who lead teacher PLD at their schools and 70 teachers from the six schools participated in an online questionnaire. Descriptive analysis was used to examine the quantitative questionnaire data and thematic analysis was used to interpret the qualitative questionnaire and interview data. The study found that in leading teacher PLD, most of the instructional leaders used a needs assessment process as a means of identifying the teachers’ needs for PLD. Most of the leaders promoted and supported teacher PLD through participating in PLD themselves, and they felt they did what they were supposed to do. They assessed the effectiveness of PLD through examining teacher feedback about PLD, observing teachers’ practice and monitoring student learning results. Leaders noted limited time, budget constraints and teacher resistance as challenges in leading PLD. Teachers’ perceptions of the PLD provided in their schools revealed that their involvement in planning and deciding on PLD was restricted. Furthermore, most teachers felt that the PLD provided did not meet their teaching and learning needs. They viewed time constraints and a lack of financial support from their schools as factors preventing their participation in PLD. The study indicates that instructional leaders need to involve teachers more in planning (e.g., identifying teachers’ PLD needs) and making decisions on PLD because the inclusion of their voices plays a significant role PLD in meeting their needs. PLD that meets the specific needs of teachers can then support the improvement of student learning outcomes. Furthermore, the study indicates that leaders need to use a greater range of information to evaluate the effectiveness of PLD with the main focus being on student learning outcomes.

The Politics of Teacher Professional Development

Author: Ian Hardy
Publisher: Routledge
ISBN: 0415899230
Format: PDF, ePub, Docs
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The Politics of Teacher Professional Development: Policy, Research and Practice provides innovative insights into teachers' continuing development and learning in contemporary western contexts. Rather than providing a list of "how-tos" and "must dos," this volume is premised on the understanding that by learning more about the current conditions under which teachers and other educators work and learn, it is possible to understand, and consequently improve, the learning opportunities teachers experience. Teacher professional development is not simply construed as an isolated series of events, such as day-long workshops marking the beginning of each school year or term, or individualistic "one-off" activities focused on new teaching approaches, curricula or assessment strategies. Rather, through application of sociologist Pierre Bourdieu's understanding of social practices as contested, teacher professional development is revealed as a complex social practice which exists as policy, as a research product and process, and as an important part of teachers' work. The book reveals how PD as policy, research and teachers' work are inherently contested. An extended series of case studies of teacher professional development practices from Canada, England and Australia are employed to show how these tensions play out in complex ways in policy and practice.