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Summary
Summary
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.
Author Notes
Bob Moon is the Director of the Centre for Research and Development in Teacher Education at the Open University.
John Butcher is a PGCE Staff Tutor and Deputy Director of the Postgraduate Programme at the Open University Faculty of Education and Language Studies.
Elizabeth Bird is a Researcher at the Open University Faculty of Education and Language Studies.
Table of Contents
| List of figures | p. viii |
| List of tables | p. ix |
| Preface | p. xi |
| Acknowledgements | p. xiii |
| Introduction | |
| 1 The changing agenda for professional development in education | p. 3 |
| Section 1 Orientations | |
| 2 What do new views of knowledge and thinking have to say about research on teacher learning? | p. 11 |
| 3 Getting to scale with good educational practice | p. 30 |
| Section 2 Models of leading professional development | |
| 4 School leadership: some key ideas | p. 55 |
| 5 Leadership for learning: re-engineering 'mind sets' | p. 68 |
| 6 Leadership of school subject areas: tensions and dimensions of managing in the middle | p. 83 |
| Section 3 Skills and processes in the leadership of professional development | |
| 7 Mentoring in professional development: the English and Welsh experience | p. 97 |
| 8 Teachers supporting teachers through peer coaching | p. 107 |
| 9 A new approach to teaching and learning in journal club | p. 116 |
| 10 Teachers' work groups as professional development: what do the teachers learn? | p. 124 |
| 11 Teams | p. 141 |
| 12 The role of school managers in monitoring and evaluating the work of a school: inspectors' judgements and schools' responses | p. 158 |
| 13 Evaluation: Who needs it? Who cares? | p. 173 |
| Section 4 Evidence in the development of professional knowledge | |
| 14 The teachers' construction of knowledge | p. 189 |
| 15 Teaching as a research-based profession: possibilities and prospects | p. 200 |
| 16 Educational research and teaching: a response to David Hargreaves' TTA lecture | p. 211 |
| 17 The knowledge-creating school | p. 224 |
| 18 The experience of evidence-based healthcare | p. 241 |
| 19 What is evidence-based education? | p. 253 |
| 20 Accessing the evidence: towards the research-informed age | p. 265 |
| Section 5 Education, communication, information and the future of professional development | |
| 21 New technologies for teacher professional development | p. 281 |
| 22 Using networks to support the professional development of teachers | p. 294 |
| 23 Breaking the silence: the role of technology and community in leading professional development | p. 303 |
| Index | p. 328 |
