Buch, Englisch, 350 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 771 g
Buch, Englisch, 350 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 771 g
ISBN: 978-0-415-24381-0
Verlag: Routledge
This book provides a rich range of case studies and theoretical and methodological perspectives on the practical leadership tasks that underpin educational change.
Section 1 focuses on the nature of professional learning and the policy context in which educational reform takes place.
Section 2 explores the forms of leadership relevant to the differing contexts of professional development.
Section 3 explores mentoring, peer coaching, team and group work. These processes are examined through international experience and by reference to work in other professions.
Section 4 analyses the experience of evidence based work in medicine and the health service and the potential of applying this to education. The section reviews contested views on this theme.
Section 5 looks at the potential role that interactive technologies can play in professional development.
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Weitere Infos & Material
Introduction 1 The changing agenda for professional development in education SECTION 1 Orientations 2 What do new views of knowledge and thinking have to say about research on teacher learning? 3 Getting to scale with good educational practice SECTION 2 Models of leading professional development 4 School leadership: some key ideas5 Leadership for learning: re-engineering ‘mind sets’ 6. Leadership of school subject areas: tensions and dimensions of managing in the middle SECTION 3 Skills and processes in the leadership of professional development 7 Mentoring in professional development: the English and Welsh experience 8 Teachers supporting teachers through peer coaching 9 A new approach to teaching and learning in journal club 10 Teachers’ work groups as professional development: what do the teachers learn? 11 Teams 12 The role of school managers in monitoring and evaluating the work of a school: inspectors’ judgements and schools’ responses 13 Evaluation: Who needs it? Who cares? SECTION 4 Evidence in the development of professional knowledge 14 The teachers’ construction of knowledge 15 Teaching as a research-based profession: possibilities and prospects 16 Educational research and teaching: a response to David Hargreaves’ TTA lecture 17 The knowledge-creating school 18 The experience of evidence-based healthcare 19 What is evidence-based education?20 Accessing the evidence: towards the research-informed age SECTION 5 Education, communication, information and the future of professional development 21 New technologies for teacher professional development 22 Using networks to support the professional development of teachers 23 Breaking the silence: the role of technology and community in leading professional development.
