Verfügbarkeit: Teacher Professional Learning in an Age of Compliance

Teacher Professional Learning in an Age of Compliance: Mind the Gap

Gespeichert in:

Bibliographische Detailangaben
Beteiligte Personen:	Groundwater-Smith, Susan (VerfasserIn), Mockler, Nicole (VerfasserIn)
Format:	Buch
Sprache:	Englisch
Veröffentlicht:	Berlin Springer Netherland 2009
Schriftenreihe:	Professional Learning and Development in Schools and Higher Eduction 2
Schlagwörter:	Lehrerfortbildung
Links:	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017046687&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
Umfang:	X, 158 S.
ISBN:	9781402094163

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Datensatz im Suchindex

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adam_text	CONTENTS PART I PRESENT, PAST AND FUTURE 1 INTRODUCTION: CURRENT PROBLEMATICS IN TEACHER PROFESSIONAL LEARNING 3 SCHOOLING THE AUDIT SOCIETY 4 STANDARDS AND STANDARDISATION: THE ONE SIZE FITS ALL AGENDA.................... 6 SUBJECTIVITY IN THE CLASSROOM: THE VANISHING OF TEACHER PROFESSIONAL JUDGEMENT. 8 QUALITY: A CATCH CRY FOR OUR TIME 9 OUR FRAMEWORK AND THE BOOK S STRUCTURE 10 CONC1USION: INQUIRY-BASED TEACHER PROFESSIONAL LEARNING IN AN AGE OF COMPLIANCE............................................................... 11 2 HOW DID WE GET HERE? HISTORICAL PERSPECTIVES ON INQUIRY-BASED PROFESSIONAL LEAMING 13 INQUIRY-BASED PROFESSIONAL LEARNING: HISTORICAL ROOTS AND TRADITIONS.................................................................. 14 DEFINITIONS AND CATEGORISATIONS 14 ACTION RESEARCH: A TACTIC FOR SOCIAL CHANGE 15 TEACHER INQUIRY: THE UK EXPERIENCE 16 PRACTITIONER RESEARCH AND COLLABORATIVE INQUIRY: THE AUSTRALIAN EXPERIENCE.. 18 TEACHER RESEARCH: THE US EXPERIENCE 19 CONTESTED GROUND: ACADEMIC LEGITIMACY AND KNOWLEDGE CREATION.... 20 PRACTITIONER RESEARCH AND THE ACADEMY 20 TEACHER AND SCHOOL AS KNOWLEDGE CREATOR 23 THE LEGITIMACY OF TEACHER RESEARCH...................................................... 25 THE PAST 10 YEARS: PRACTITIONER INQUIRY AS AN IMPLEMENTATION TOO!............. 27 CONC1USION 29 VII VIII CONTENTS 3 DEVELOPING COURAGE 31 PERSPECTIVES ON COURAGE 31 COURAGE AND PROCEDURAL JUSTICE 32 COURAGE AND TEACHING S MORAL PURPOSE 32 THE COURAGE TO BE TRULY PROFESSIONAL IN UNDERTAKING PRACTICE............. 33 THE COURAGE TO BE PROGRESSIVE AND TAKE A TRANSFORMATIVE AND LIBRATORY STANCE................................................... 34 THE COURAGE TO TOLERATE AMBIGUITY 35 THE COURAGE TO HAVE HOPE..................................................................... 35 THE COURAGE TO ASK THE DIFFICULT QUESTIONS........................................... 36 THE COURAGE TO PROPOSE THE CHALLENGING SOLUTIONS 37 COURAGE AND COMPLIANCE 37 LISTENING AND ACTING ON STUDENT VOICE......................................................... 39 CONCLUSION .. 40 PART 11 PROFESSIONAL KNOWLEDGE BUILDING: TENETS AND TOOLS 4 MODE 3 KNOWLEDGE: WHAT IT IS AND WHY WE NEED IT 45 MODE I AND MODE 2 KNOWLEDGE AS THEY APPLY TO PROFESSIONAL PRACTICE IN EDUCATION 46 MODE 3 KNOWLEDGE PRODUCTION: OPENING UP THE FIELD 49 INSIDERS AND OUTSIDERS... 50 RETLECTING AND RETLEXIVITY 51 CONCLUSION 52 5 INQUIRY AS A FRAMEWORK FOR PROFESSIONAL LEAMING: INTERRUPTING THE DOMINANT DISCOURSE.................................................... 55 PROFESSIONAL STANDARDS AND PROFESSIONAL DEVELOPMENT 56 PROFESSIONAL STANDARDS, EVIDENCE AND THE REVIEW OF PROFESSIONAL PRACTICE....... 59 QUADRANT I: REVIEW AS COMPLIANCE........................................................ 61 QUADRANT 2: REVIEW AS PERFORMANCE MANAGEMENT................................. 62 QUADRANT 3: REVIEW AS PROFESSIONAL DEVELOPMENT 62 QUADRANT 4: REVIEW AS TEACHER FORMATION AND RENEWAL....................... 63 TEACHER PROFESSIONAL LEARNING IN AN AGE OF COMPLIANCE............................. 63 CONCLUSION: TOWARDS AN INQUIRY-BASED MODEL OF PROFESSIONAL LEARNING 65 6 RECLAIMING QUALITY 67 NEW DIMENSIONS OF QUALITY 68 TRANSCENDING THE TRIVIAL 69 CONLENLS IX THE MAXIM OF NO-HARM 69 THE MAXIM OF TRANSPARENCY 70 THE MAXIM OF VOICE 70 THE MAXIM OF EQUITY 71 THE MAXIM OF BENEFIT....................................................................... ...... 71 THE MAXIM OF INTEGRITY 71 THE MAXIM OF LIBERTY 71 THE MAXIM OFCARE........................................................................ ......... 72 ACCOUNTABILITY, RESPONSIBILITY AND QUALITY 73 ACCOUNTABILITY: THE ELEPHANT IN THE ROOM 73 RESPONSIBI LITY . 76 ACCOUNTABILITY VERSUS PROFESSIONAL RESPONSIBILITY AT MARIUS HIGH SCHOOL........................................................................ .... 77 CONCLUSION .. 78 PART III TENSIONS, CONTRADICTIONS, COMPETING AGENDAS 7 WH AT IS AT STAKE AND WHAT IS AT RISK.................................................... 83 WHAT IS AT STAKE? 84 WHAT IS AT RISK? 87 WHY CONSULT YOUNG PEOPLE? 88 CONCLUSION . 92 8 WHO PAYS THE PIPER? AGENDAS, PRIORITIES AND ACCOUNTABILITIES......... 93 PURPOSE AND INTENT............................................ 95 EVIDENCE AND PROCESS........................... 97 ACTION AND EFFECT 98 QUALITY AND ETHICS................................................... 99 CONCLUSION I()() 9 WHAT LEARNING COMMUNITY? A KNOTTY PROBLEM 101 COMMUNITIES OF PRACTICE AND HOW THEY OPERATE 102 FORMING PROFESSIONAL LEARNING COMMUNITIES 103 THE CRITICAL FRIEND: PARADOX OR IRONY 105 BROADENING THE VISION: NETWORKED LEARNING COMMUNITIES 106 COALITION OF ESSENTIAL SCHOOLS: ADDRESSING OIALOGIC TEACHING 107 NETWORKED LEARNING COMMUNITIES: COLLABORATIVE ENQUIRY 107 ANSN: PERMISSION TO 00 THINGS OIFFERENTLY 109 CONCLUSION .. I I I X PART IV CLOSING THE GAP CONLENLS 10 CASE STUDY: THE HIGHER DEGREE 115 THE CASE 115 GETTING IN 116 GETTING THROUGH 117 GETTING OUT 120 CONCLUSION 121 11 THE COALITION OF KNOWLEDGE BUILDING SCHOOLS 123 NETWORKS - A STRATEGY FOR REFORM 124 THE COALITION OF KNOWLEDGE BUILDING SCHOOLS 125 CASE 1- DIFFERENTIATING BOYS LEARNING IN YEARS 7 AND 8 127 CASE 2 - A LEARNING LABORATORY IN AN ACTIVIST SCHOOL... 129 THE KNOWLEDGE MARKETPLACE - PROBLEMS AND PROSPECTS 131 PUBLISHING TO THE WORLD AND THE VILLAGE 132 CONCLUSION 133 12 CLOSING THE GAP: CONCLUSION................................................................. 135 THE PRECARIOUS NATURE OF PROGRESSIVE EDUCATIONAL PRACTICE 136 MORAL AUTHORITY AND MORAL AGENCY 136 OUR CHOSEN VOICE 137 COMPLEX SOLUTIONS FOR COMPLEX PROBLEMS 138 PROFESSIONAL JUDGEMENT AND PROFESSIONAL FREEDOM 138 CONCLUSION 139 REFERENCES 141 AUTHOR INDEX......................................................................... .......................... 153 SUBJECT INDEX............................................................... 157
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series2	Professional Learning and Development in Schools and Higher Eduction
spellingShingle	Groundwater-Smith, Susan Mockler, Nicole Teacher Professional Learning in an Age of Compliance Mind the Gap Professional Learning and Development in Schools and Higher Eduction Lehrerfortbildung (DE-588)4035096-4 gnd
subject_GND	(DE-588)4035096-4
title	Teacher Professional Learning in an Age of Compliance Mind the Gap
title_auth	Teacher Professional Learning in an Age of Compliance Mind the Gap
title_exact_search	Teacher Professional Learning in an Age of Compliance Mind the Gap
title_full	Teacher Professional Learning in an Age of Compliance Mind the Gap Susan Groundwater-Smith ; Nicole Mockler
title_fullStr	Teacher Professional Learning in an Age of Compliance Mind the Gap Susan Groundwater-Smith ; Nicole Mockler
title_full_unstemmed	Teacher Professional Learning in an Age of Compliance Mind the Gap Susan Groundwater-Smith ; Nicole Mockler
title_short	Teacher Professional Learning in an Age of Compliance
title_sort	teacher professional learning in an age of compliance mind the gap
title_sub	Mind the Gap
topic	Lehrerfortbildung (DE-588)4035096-4 gnd
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work_keys_str_mv	AT groundwatersmithsusan teacherprofessionallearninginanageofcompliancemindthegap AT mocklernicole teacherprofessionallearninginanageofcompliancemindthegap

Verfügbarkeit

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Inhaltsverzeichnis