Transferring Professional Leadership to Schools in a Caribbean Setting

Freddy James, Susan Herbert, Jennifer Yamin-Ali

ISBN 10: 9766409560 / ISBN 13: 9789766409562

Edité par University of the West Indies Press, JM, 2024

A propos de cet article

There is little if any research internationally, regionally, or locally on the factors that facilitate or inhibit the educator in transitioning from an untrained, experienced practitioner to a trained practitioner, particularly concerning the sustainability of their practice. This book fills that gap as it explores school contexts and cultures that educators encounter post-teacher professional preparation and provides an understanding of how to engineer an enabling environment for sustainable practice. The effectiveness of teacher professional preparation programmes cannot be assessed in isolation from the education culture and context to which teachers return.Transferring Professional Learning addresses the factors that facilitate and inhibit participants from sustainably implementing what they have learnt on a professional preparation programme. The series of cases presented in the book connect readers with real-life stories of individuals whose experiences provide opportunities for reflection on their own practice and pathways for growth individually and collectively. A unique feature of the book is the discussion sections at the end of each chapter, which, in essence, allow the reader to personalize and contextualize the knowledge gained in each chapter, thereby providing a richer and deeper hermeneutic experience. Thus, the structure of the book invokes meta-cognition. The book draws attention to the critical role of context and culture in sustaining the practices to which participants were introduced on the programme, but even more so, it forces an interrogation of educators' identities and personal philosophies. Through meaningful narratives, it gives voice to the experiences of graduates working in various school environments and cultural settings.

N° de réf. du vendeur LU-9789766409562

Détails bibliographiques

• Titre: Transferring Professional Leadership to Schools in a Caribbean Setting
• Éditeur: University of the West Indies Press, JM
• Date de parution: 2024
• Langue: anglais
• ISBN à 10 chiffres: 9766409560
• ISBN à 13 chiffres: 9789766409562
• Reliure: Paperback
• État de l'article: New
• Dimensions: 15,24 L x 1,19 H x 22,86 P (centimètres) 15,24 centimètres de largeur par 1,19 centimètres de hauteur par 22,86 centimètres de profondeur
• Poids: 272 grammes

A propos de ce titre

Synopsis

There is
little if any research internationally, regionally, or locally on the factors
that facilitate or inhibit the educator in transitioning from an untrained,
experienced practitioner to a trained practitioner, particularly concerning the
sustainability of their practice. This
book fills that gap as it explores school contexts and cultures that educators
encounter post-teacher professional preparation and provides an understanding
of how to engineer an enabling environment for sustainable practice. The effectiveness of teacher
professional preparation programmes cannot be assessed in isolation from the education
culture and context to which teachers return.

Transferring Professional Learning
addresses the factors that facilitate and inhibit participants from sustainably
implementing what they have learnt on a professional preparation programme.
The series of cases presented in the book connect readers with real-life
stories of individuals whose experiences provide opportunities for reflection
on their own practice and pathways for growth individually and collectively. A
unique feature of the book is the discussion sections at the end of each
chapter, which, in essence, allow the reader to personalize and contextualize
the knowledge gained in each chapter, thereby providing a richer and deeper
hermeneutic experience. Thus, the structure of the book invokes meta-cognition.
The book draws attention to the critical role of context and culture in
sustaining the practices to which participants were introduced on the
programme, but even more so, it forces an interrogation of educators'
identities and personal philosophies. Through meaningful narratives, it
gives voice to the experiences of graduates working in various school
environments and cultural settings.

À propos des auteurs

Freddy James
is a senior lecturer in educational leadership at the School of Education and
deputy dean of Graduate Studies and Research at the Faculty of Humanities and
Education, UWI, St Augustine. Her research interests include leadership,
inclusion and professional learning.

Susan Herbert
is a senior lecturer in Science Education at the School of Education, UWI, St Augustine.
She taught secondary-level chemistry students for fifteen years. Her research
interests include science education, teacher education and programme education.

Jennifer Yamin-Ali is a retired senior lecturer and past director at the School of Education,
UWI, St Augustine. Her main areas of focus had been foreign language teacher
education, programme development and teacher educator experiences. She has
published two books on education and many peer-reviewed articles.