Articles liés à Professional Development Reform: Collegiality, Learning,...

Professional Development Reform: Collegiality, Learning, and Change: A Teacher Research Inquiry of Teachers' Perspectives Surrounding the Context of Professional Development - Couverture souple

Meno, Alicia

 
9783639101843: Professional Development Reform: Collegiality, Learning, and Change: A Teacher Research Inquiry of Teachers' Perspectives Surrounding the Context of Professional Development
Couverture souple
ISBN 10 : 3639101847 ISBN 13 : 9783639101843
Editeur : VDM Verlag Dr. Müller, 2008

Synopsis

Significant professional development has become limited in the current organization of schools because social, political, cultural, and structural influences invade the professional context of teachers and can impede professional development. This book provides an opportunity to share teachers' experiences surrounding the context of professional development, explore a collaborative model of professional development, and redefine professional development from teachers' perspectives. Findings from this inquiry indicate that several changes must occur to enable teachers to assume a greater role in the professional development context: 1) A change in relations of power in the educational context, 2) A structural change in schools, teaching, and learning, 3) A change in the organizational schedule of the teaching day, and 4) A change towards teacher-generated learning for all teachers, both veteran teachers and future candidates. The analysis is especially useful for educators who support the new paradigm of professional development, which promotes collegial interaction, continuous learning, and building a community of teachers who are both learners and experts.

Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.

Présentation de l'éditeur

Significant professional development has become limited in the current organization of schools because social, political, cultural, and structural influences invade the professional context of teachers and can impede professional development. This book provides an opportunity to share teachers' experiences surrounding the context of professional development, explore a collaborative model of professional development, and redefine professional development from teachers' perspectives. Findings from this inquiry indicate that several changes must occur to enable teachers to assume a greater role in the professional development context: 1) A change in relations of power in the educational context, 2) A structural change in schools, teaching, and learning, 3) A change in the organizational schedule of the teaching day, and 4) A change towards teacher-generated learning for all teachers, both veteran teachers and future candidates. The analysis is especially useful for educators who support the new paradigm of professional development, which promotes collegial interaction, continuous learning, and building a community of teachers who are both learners and experts.

Biographie de l'auteur

Alicia Meno, Ed.D. and former Chicago Public School teacher, has served as professional development coordinator, curriculum designer, administrator, and teacher-librarian at schools in Latin America.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
VDM Verlag Dr. Müller
Date d'édition
2008
Langue
anglais
ISBN 10 
3639101847
ISBN 13 
9783639101843
Reliure
Broché
Nombre de pages
252
Coordonnées du fabricant
non disponible
Personne responsable
non disponible