Reimagining Professional Development in Schools (Paperback)
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.
About the Author
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.