Abstract
Currently, there is evidence for a common vision of good
professional development, which respects and builds on the knowledge
and expertise that teachers already have and recognizes their
intellectual leadership capacity (Zeichner 2003; Frost 2005). However,
much remains to be done in understanding the nature of teachers'
experiences and the contexts conducive to professional growth,
particularly the role of universities in this process. Universities have
traditionally been connected with schools in the pursuit of
improvements in teaching and learning through a number of activities
which can be grouped around three broad areas: initial teacher
education and continuing professional development; consultancy;
research (Day' 1999). Gradually there has been a shift in/of perspective
in each of these areas so that it is no longer assumed to be simply a
question of the schools benefiting from the expertise of the university
sector. Contemporary education researchers believe that teacher
inquiry, with its potential to redefine the knowledge base for teaching,
and the investigation of their own practice will transform rather than
simply add to what is already known about teaching and learning
(Cochran-Smith and Lytle 1993; Furlong 2000). Consequently,
increased interest in developing school-university collaboration to
promote the creation and translation/transfer of knowledge is evident in
both policy and practice in/of many countries, including the UK and
USA.
Vivienne Baumfield. (2007) Teachers as Learners: Promoting Professional Development through Inquiry, Journal of Research and Reflections in Education, Volume 1, Issue 2.
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