Response to Section II: What's Needed Now--Professional Development Schools and the Professionalization of Teaching

Autor/in	Goodwin, A. Lin
Titel	Response to Section II: What's Needed Now--Professional Development Schools and the Professionalization of Teaching
Quelle	In: Yearbook of the National Society for the Study of Education, 110 (2011) 2, S.432-443 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0077-5762
Schlagwörter	Stellungnahme; Public Schools; Professional Development Schools; Educational Change; College School Cooperation; Teacher Education Programs; Teacher Competencies; Educational Quality; Teacher Collaboration; Change Strategies + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Bildungsreform; Lehrkunst; Quality of education; Bildungsqualität; Lehrerkooperation; Lösungsstrategie
Abstract	The professional development schools (PDS) effort, which grew out of the groundbreaking work of the Holmes Group (1986), was deliberately focused on the support and advancement of teachers as professionals and the professionalization of teaching, so the author argues that it is ironic that a volume about PDS might be seen as voicing an opinion about teaching that is contrary. Yet, the emphasis on "professional" and "professionalism" could not be more absent from many of the public debates about what teachers should know and be able to do--and who should be allowed to teach--which means one needs conversations about teacher professionalism now more than ever. Each of the three chapters in this section not only adds to the conversation about teacher professionalism, but also, more importantly, offers evidence that the PDS effort has actually had a positive effect on teachers, teaching, and learning. One knows that public schools have not equally served all children, that not all teachers give their best to all students, and that not all teacher preparation programs have held all their candidates consistently to the highest standards. However, the sledgehammer approach to reform invariably destroys the good and positive along with the dysfunctional and broken. Here is where the PDS movement, and the research gathered in this volume, may serve a critical function in stemming the tide of blame and indiscriminate critique being levied against teachers and public schools. The author argues that the PDS effort, though more than two decades old, still has far to go before it can definitively and consistently point to measurable outcomes in teacher performance and student achievement. (ERIC).
Anmerkungen	Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://nsse-chicago.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10