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Teachers’ Professional Development in a Climate of Educational Reform

Item

Title
Teachers’ Professional Development in a Climate of Educational Reform
Abstract/Description
This essay posits a problem of fit among five streams of reform and prevailing configurations of teachers’ professional development. It argues that the dominant training-and-coaching model—focused on expanding an individual repertoire of well-defined classroom practice—is not adequate to the conceptions or requirements of teaching embedded in present reform initiatives. Subject matter collaboratives and other emerging alternatives are found to embody six principles that stand up to the complexity of reforms in subject matter teaching, equity, assessment, school organization, and the professionalization of teaching. The principles form criteria for assessing professional development policies and practices.
Author/creator
Little, Judith Warren
Date
1993
In publication
Educational Evaluation and Policy Analysis
Volume
15
Issue
2
Pages
129-151
Resource type
en Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Synthesis/Overview
Language
en
Open access/full-text available
en Yes
Peer reviewed
en Yes
ISSN
0162-3737
DOI
10.3102/01623737015002129
URL
Official Publisher's Webpage (SAGE Journals)
Item on ERIC (ED373049)
Full-text PDF Shared by Author (ResearchGate)
Citation
Little, J. W. (1993). Teachers’ Professional Development in a Climate of Educational Reform. Educational Evaluation and Policy Analysis, 15(2), 129–151. https://doi.org/10.3102/01623737015002129
Cited in
Scale and Sustainability of Education Innovation and Improvement
Item sets
OB Citations - Scale and Sustainability of Education Innovation and Improvement

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