Reimagining Professional Development in Schools  book cover
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Reimagining Professional Development in Schools





ISBN 9780367264512
Published September 10, 2020 by Routledge
236 Pages 40 B/W Illustrations

 
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Book Description

This fascinating and vital book seeks to challenge the effectiveness of current practices in professional development by urging educators to rethink professional learning for teachers and teaching assistants. It importantly brings together ideas about teacher professionalism and how to build creative and trusting cultures in which high expectations are not compromised.

Throughout, teachers describe significant professional learning and growth, often through dynamic partnerships with others, that allows them to inspire imaginative possibilities; different and creative ways to ignite hope and opportunity for children. Four key themes guide the reader through the collection of chapters: professional capital, learning communities, teachers as researchers and subject-specific professional development. They explore:

  • The types of professional development approaches that support teachers to make meaningful changes within their practices.

  • The conditions and school cultures that are needed for teachers to meaningfully prosper from professional development.

  • The impact that unintended consequences of system accountability drivers and funding have on teachers’ experiences of professional development.

  • The ways in which the development of curriculum and pedagogy can be integrated with models of professional development, particular in the creative arts.

Packed with innovative ideas and practical suggestions and co-written by researchers and practitioners, this book highlights the importance of using research evidence to develop teachers’ practice within the realities of their own classrooms and schools. This will be a key read for teachers, school leaders, teaching assistants and student teachers.

Table of Contents

Chapter 1: Professional Teacher Communities as Creative, Inspiring Sites of Learning

Luke Rolls and Eleanore Hargreaves

Chapter 2: The Importance of The Chartered College of Teaching: A Professional Body, For the Future Identity and Status of Our Teachers

Alison Peacock

Chapter 3: Leading Professional Development that Works for Pupils and Teachers

Philippa Cordingley with Eithne Hughes

Chapter 4: How Outside Organisations Work with Schools in Developing Professional Learning

Sam Twiselton and Andrew Truby

Chapter 5: Easily Lost in Translation: Introducing Japanese Lesson Study in a UK School

Luke Rolls and Sarah Seleznyov

Chapter 6: Unlocking Coaching and Mentoring

Rachel Lofthouse, Colin Lofthouse and Ruth Whiteside

Chapter 7: Look No Further: Inquiring into Learning Needs as Professional Development

Eleanore Hargreaves and Tim Scott

Chapter 8: Teachers as 'Natural Experimenters': Using T-SEDA to Develop Classroom Dialogue

Ruth Kershner, Kate Dowdall, Sara Hennessy, Hannah Owen and Elisa Calcagni

Chapter 9: Inspiring a Love of Reading: Professional Learning to Develop a Culture of Reading for Pleasure

Teresa Cremin and Aimee Durning

Chapter 10: Teachers as Writers

John-Mark Winstanley and Lisa Moule

Chapter 11: Developing Collaborative Problem-Solving in our Classrooms

Ems Lord, Emma Fuller, Gary Casey, Becky Moseley, Tom Oakley and Tracey Sandhu

Chapter 12: Creative Ways of Learning: Using Therapeutic Arts to Inspire Professional Learning

James Biddulph and Jodie Cariss

Chapter 13: Becoming our Best Practice: Professional Learning to Develop Singing and Musicianship

Doreen Doreen Rao and Jane Wheeler

Chapter 14: Support and Teacher Well-being

Jonathan Glazzard, Jane Stokoe and Samuel Stones

Afterword: ‘Teaching is Not a Profession’ – Discuss

James Biddulph

 

 

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Editor(s)

Biography

Eleanore Hargreaves is Professor of Learning and Pedagogy at the UCL Institute of Education, London. Her key research area is investigating the experiences of children in classrooms and how schooling can become more learning friendly to support them.

Luke Rolls is Assistant Head Teacher at the University of Cambridge Primary School. His main areas of interest are in developing primary curriculum, pedagogy and assessment through high-quality professional development as an entitlement for all teachers.