Developing Teachers: The Challenges of Lifelong LearningEffective schools or improving schools are fashionable terms in the rhetoric of recent education movements, yet the heart of these movements is often more to do with teaching quality than with school practice. This book takes a holistic view of teacher development, examining the contexts and conditions of teaching: school leadership and culture; teachers' lives and histories; change; teacher learning, competence and expertise; and the moral purposes of teaching. Day looks at the conditions under which teacher development may be enhanced, and brings together research and other information, from the UK and overseas. |
Contents
Being a Teacher Developing as a Professional | 1 |
Teachers as Inquirers 22 | 22 |
Experience Expertise | 48 |
Classrooms Cultures and Leadership | 70 |
School management cultures | 79 |
Appraisal Change and Personal Development Planning | 92 |
and school development planning | 95 |
A Case Study | 113 |
Limits and Possibilities | 131 |
Learning through Partnerships | 152 |
An inservice professional development process | 161 |
Teacher Development School Improvement | 174 |
The Role of Teachers in a Learning Society | 193 |
| 210 | |
| 240 | |
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Common terms and phrases
achievement action research activities Andy Hargreaves appraisal autonomy career challenge chapter classroom collaborative colleagues commitment communities of practice competence contexts continuing professional development critical friend curriculum development needs effective emotional intelligence engage England Eraut evaluation example experience expertise external Falmer Press focus focused Fullan Hargreaves headteachers Helsby higher education Huberman identified implementation important in-service individual initiatives INSET interaction involved kinds knowledge leadership learners lifelong learning local education authorities ment moral motivation networks OFSTED Open University opportunities organizational organizational culture outcomes participants partnerships personal development planning phase practitioners principals problems profes professional learning programmes promote propositional knowledge pupils purposes recognize reflection reform relationships responsibility role Sachs school cultures school development school improvement school-based self-efficacy skills social staff strategies teacher development Teacher Education teaching and learning theory tion understanding universities values vision whilst