Transformative Professional Learning: Embedding Critical Literacies in the Classroom

Autor/inn/en	Sangster, Pauline; Stone, Kelly; Anderson, Charles
Titel	Transformative Professional Learning: Embedding Critical Literacies in the Classroom
Quelle	In: Professional Development in Education, 39 (2013) 5, S.615-637 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2012.751617
Schlagwörter	Critical Literacy; Transformative Learning; Faculty Development; Professional Continuing Education; Teacher Attitudes; School Districts; Foreign Countries; Critical Theory; Teaching Methods; College Faculty; Interviews; Sociocultural Patterns; Social Justice; Elementary School Teachers; Secondary School Students; Content Analysis; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Kritisches Lesen; Pädagogische Transformation; Berufsfeldbezogener Unterricht; Weiterbildung; Lehrerverhalten; School district; Schulbezirk; Ausland; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Interviewing; Interviewtechnik; Soziokulturelle Theorie; Soziale Gerechtigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sekundarschüler; Inhaltsanalyse
Abstract	This article reports on part of a wider study in which a group of teachers opted for a new model of continuing professional development (CPD) that was offered by one local authority (LA) in Scotland. In collaboration with the LA, the teachers selected the topic of critical literacy and the critical pedagogies that develop from a critical literacy approach. This CPD, which involved teachers, LA representatives and university lecturers, lasted two years and comprised a combination of sessions with all participants, focused input in participants' schools on topics of their own choosing and individual support as their critical literacy projects developed. Data were gathered from in-depth interviews with participants and the teaching programmes they produced. Analysis revealed that, despite experiencing some difficulties with declarative knowledge, participants demonstrated secure procedural knowledge in their own teaching projects which revealed clearly their understanding of the transformative nature of critical pedagogical approaches. Participants reported very high levels of satisfaction with the CPD model and its content and delivery, and found it transformative in that it shaped and centrally informed their subsequent pedagogical practices and the learning opportunities they created for their students. These findings are discussed and recommendations are made. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10