Effective schools or improving schools are fashionable terms in the
rhetoric of recent education movements, yet the heart of these
movements is often more to do with teaching quality than with
school practice. Even so, these movements often offer little in
terms of increased knowledge for teachers' learning or preparation
for change. This book takes an holistic view of teacher
development, examining the contexts and conditions of teaching:
school leadership and culture; teachers' lives and histories;
change; teacher learning, competence and expertise; and the moral
purposes of teaching. Chris Day looks at the conditions under which
teacher development may be enhanced, and brings together research
and other information, from the UK and overseas, to demonstrate
those conditions.
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