This text proposes a model of teacher development as social, personal and professional development, and is based on the findings of a three year New Zealand research project. The project investigated the teacher development of some teachers of science working to: implement the findings of the previous "Learning in Science" projects; take into account students' thinking; and base their thinking on a constructivist view of learning. The factors that helped teacher development are discussed as is a view of learning to underpin teacher development. This book is intended to be of interest to teachers, teacher educators, teacher developers, school managers and policy makers working in all curriculum areas.
Author(s): Beverley Bell U
Edition: 1
Year: 1995
Language: English
Pages: 200
Book Cover......Page 1
Half-Title......Page 2
Title......Page 3
Copyright......Page 4
Contents......Page 5
Acknowledgments......Page 6
2 A Model for Achieving Teacher Development......Page 8
Concerns about Teacher Development......Page 15
Learning in Science Project (Teacher Development)......Page 16
The Theme of the Book......Page 19
Initial Personal Development......Page 23
Initial Social Development......Page 25
Initial Professional Development......Page 26
Fear of Losing Control in the Classroom......Page 28
Knowing the Subject......Page 29
Relationships with the Students......Page 30
Appraisal......Page 31
The Second Social Development......Page 32
The Second Professional Development......Page 33
The Third Personal Development......Page 35
The Third Social Development......Page 36
Situation 1: Confirmation and Desiring Change......Page 37
Situation 3: Empowerment......Page 38
Not a Stage Model of Teacher Development......Page 39
Social, Personal and Professional Development......Page 40
Empowerment......Page 42
3 Views of Learning to Underpin Teacher Development......Page 22
Teacher Development as Human Development......Page 46
Constructivist Views of Learning......Page 52
Making Sense......Page 59
Science Curricula......Page 60
The Search for the ‘Grand Theory’......Page 61
The Role of the Teacher......Page 62
The Status of Constructivism with Teachers......Page 63
Links to Progressive Education......Page 64
Other Perspectives on Teacher Learning......Page 65
The Teacher as Adult Learner......Page 66
Learning Strategies and Styles......Page 67
Metacognition......Page 68
Narratives......Page 69
Critical Inquiry......Page 70
Summary......Page 75
‘Feeling Better about Myself as a Teacher’......Page 78
Teaching as Researching: Finding out What the Students Are Thinking......Page 80
Teaching as Responding: Interacting with the Students’ Thinking......Page 81
Teaching as Managing Learning......Page 85
Teacher as Learner......Page 87
‘Better Learning’......Page 90
Increased Enjoyment......Page 91
Social Cooperation......Page 92
Ownership......Page 93
Motivation......Page 94
Learning Skills......Page 95
Development of the Students’ Concepts and Ideas......Page 96
Attainment in School or National Examinations......Page 97
Feedback......Page 100
Support......Page 103
Reflection......Page 111
Summary......Page 116
Feelings Associated with Changing......Page 118
Views of Changing......Page 121
Requirements for Change......Page 122
Students and Change......Page 125
Knowing about the Change Process......Page 126
Summary......Page 128
7 Using Anecdotes......Page 130
The Structure of the Anecdotes......Page 132
Communicating a Significant Event......Page 139
Communicating an Achievement......Page 141
Initiating or Adding to a Debate......Page 142
Getting Help with a Problem......Page 143
The Purposes for Telling Anecdotes......Page 145
The Role of the Facilitator......Page 146
Summary......Page 147
Introduction......Page 148
Post-industrial Societies, Post-modernism and Education......Page 149
The New Right Policies and Education......Page 152
The Management of Schools......Page 158
The Nature of the Curriculum......Page 159
Curriculum Development......Page 160
The Nature and Management of Student Assessment......Page 162
Staff Appraisal and School Inspection......Page 164
Educational Research......Page 165
Summary......Page 167
Social, Personal and Professional Development......Page 168
Empowerment......Page 169
Challenges of the Model......Page 170
Social Development......Page 171
Professional Development......Page 172
Curriculum Development as Teacher Development......Page 173
Time......Page 175
The Need for a Definite Response......Page 176
Retaining a Commitment to Teaching as a Profession......Page 177
Conclusion......Page 179
References......Page 180
Index......Page 190
