Teacher Professional Learning in an Age of Compliance: Mind the
Gap examines ways in which practice-based inquiry in educational
settings, in a number of different countries and contexts, can
transcend current ways of working and thinking such that authentic
professional learning is the result.
The authors contend that education policy, under pressure from a
number of quarters, is retreating into a standardized, audited, and
backward-looking arena, with the advances of more progressive
educational philosophy being rolled back.
In an age where practitioner inquiry and action research have
often been 'hijacked' for the purposes of broad-based policy
implementation, this book offers a rationale for reclaiming the
critical edge so fundamental to inquiry-based professional
learning. It examines the potential of inquiry-based forms of
teacher professional learning to contribute to the growth of
professional knowledge for and about teachers' work.
The authors intend that the book will assist in building new
forms of professional knowledge that go beyond the current
compliance model - engineered from less enduring materials - to
inform a new model with its foundations in a strong ethical and
moral framework. They also believe that this new model, if
implemented, will help to reverse today's conservative educational
trends and make teacher professional development a force for
genuine progress once again.
They have consciously moved away from the celebratory tone of
much of the academic reporting of teacher professional learning,
adopting instead a genuinely critical edge. In covering a wide
range of policies and practices from across the international
spectrum, they have allowed themselves the freedom to engage in
serious epistemological arguments about the nature of professional
knowledge, as well as how it is constructed and employed.
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