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
- 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
- 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
Annotations
There are no annotations for this resource.