Action Learning in Schools

Author: Peter Aubusson
Publisher: Routledge
ISBN: 1136616969
Format: PDF, Kindle
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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.

The Politics of Teacher Professional Development

Author: Ian Hardy
Publisher: Routledge
ISBN: 0415899230
Format: PDF
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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.

Leading Teacher Professional Learning and Development

Author: Dara Kim
Publisher:
ISBN:
Format: PDF, ePub, Mobi
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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 Master s Degree in Education as Teacher Professional Development

Author: Gary Galluzzo
Publisher: Rowman & Littlefield Publishers
ISBN: 1442207248
Format: PDF, ePub
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Accountability for student’s education is a major topic in the news, but what about teacher education? The authors present a plan, supported by research and tested at a large urban campus, for redesigning the master’s degree for practicing teachers program to address standards set forth by the National Board.

International Perspectives on Teacher Professional Development

Author: Susan Rodrigues
Publisher: Nova Publishers
ISBN: 9781594542176
Format: PDF, Kindle
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Teacher professional development is subject to reform as a consequence of three, often interwoven influences: innovation, politics and pedagogy. For example, recent decades have seen learning and teaching take centre stage. As technologies have become more accessible and relevant, so professional development has had to keep pace, in order to provide teachers with an opportunity to develop skills and experiences to deal with this innovation. In terms of politics, as the prescription of input and the measurement of output are regulated and deregulated by the State, so teacher professional development shifts to meet accountability and credibility demands. Likewise, as our understanding of learning and teaching evolves, in terms of knowledge, processes, dispositions and evaluation, subsequent teacher professional development programmes responded to these current or in-vogue research findings. This new and much-needed book describes how teacher professional development in science education, from initial teacher education to continuing professional development, continues to face and address the various challenges that arise as a consequence of innovation, politics or pedagogy.

Teacher Empowerment Toward Professional Development and Practices

Author: Ismail Hussein Amzat
Publisher: Springer
ISBN: 9811041512
Format: PDF, Docs
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This book gathers a range of contributions from researchers and practitioners across borders with an emphasis on theoretical arguments and empirical data concerning teacher empowerment. It propels readers to explore powerful teaching practices that can further advance the profession as a continuing priority in the system when appropriately utilized. Further, it strives to capture teachers’ readiness to improve their professional skills and responsive practices as a form of accountability for their teaching and students’ learning, two aspects that are increasingly being judged by various stakeholders. The book argues that teachers’ autonomous participation and engagement in relevant decision-making activities and equitable access to continuing professional development opportunities are and should remain major priorities.

Supporting and Sustaining Teachers Professional Development

Author: Marilyn Tallerico
Publisher: Corwin Press
ISBN: 9781412913355
Format: PDF, ePub, Docs
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This text specifically targets busy school principals who want practical suggestions grounded in national NSDC standards for balancing everyday administrative tasks while encouraging teachers' professional growth.