The Routledge International Handbook of Teacher and School DevelopmentChristopher Day "Description The International Handbook of Teacher and School Development brings together a collection of research and evidence-based authoritative writings which focus on international teacher and school development. Drawing on research from eighteen countries across seven continents, the forty chapters are grouped into ten themes which represent key aspects of teacher and school development: issues of professionalism and performativity; what being an effective teacher really means; reason and emotion in teaching; schools in different circumstances; student voices in a global context; professional learning and development; innovative pedagogies; school effectiveness and improvement; successful schools, successful leaders; and, professional communities: their practices, problems & possibilities. Each theme expertly adds to the existing knowledge base about teacher and school development internationally. They are individually important in shaping and understanding an appreciation of the underlying conditions which influence teachers and schools, both positively and negatively, and the possibilities for their further development."--Publisher. |
Contents
Connecting teacher and school development policies practices and possibilities | 1 |
Theme 1 Issues in teacher professionalism and performativity | 13 |
Theme 2 Conjuncture and disjuncture in teachers work and lives | 67 |
Theme 3 Reason and emotion in teaching | 121 |
Contexts make a difference | 169 |
Rights benefits and limitations | 215 |
Theme 6 Professional learning and development | 265 |
Other editions - View all
The Routledge International Handbook of Teacher and School Development Christopher Day Limited preview - 2012 |
The Routledge International Handbook of Teacher and School Development Christopher Day No preview available - 2017 |
The Routledge International Handbook of Teacher and School Development Christopher Day No preview available - 2012 |
Common terms and phrases
accountability activities approach Australia Bologna Process challenges chapter collaborative communities of practice context countries critical Critical Pedagogy curriculum Education Policy Educational Research emotions engagement evaluation example experience focus focused global identified identity impact implementation important initiatives innovative interactions International involved Journal of Educational knowledge learners lessons literacy London Ma-ori media literacy Namibia neo-liberal networks OECD organisational organizational learning outcomes participation pedagogy performance cultures perspective political principals professional development professional learning communities programmes pupils relations relationships responsibility role Routledge school development School Effectiveness school improvement school leaders school leadership secondary schools social social capital South Africa Sowetan Soweto strategies structures student achievement student learning student voice sub-Saharan Africa successful schools teacher and school teacher development Teacher Education teacher professionalism teaching and learning theory understanding UNESCO weaving York Zealand