Cultivating Teachers' Beliefs, Knowledge and Skills for Leading Change in Schools

Autor/inn/en	Carrington, Suzanne; Deppeler, Joanne; Moss, Julianne
Titel	Cultivating Teachers' Beliefs, Knowledge and Skills for Leading Change in Schools
Quelle	In: Australian Journal of Teacher Education, 35 (2010) 1, S.1-13 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Curriculum Development; Inclusion; Educational Change; Ethics; Social Theories; Foreign Countries; Beliefs; Universities; Learner Engagement; Teaching Methods; Classroom Environment; Professional Development; Case Studies; Data Analysis; Inquiry; Preservice Teacher Education; Reflective Teaching; Secondary Education; Australia + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Inklusion; Bildungsreform; Ethik; Gesellschaftstheorie; Ausland; Belief; Glaube; University; Universität; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima; Case study; Fallstudie; Case Study; Auswertung; Lehramtsstudiengang; Lehrerausbildung; Sekundarbereich; Australien
Abstract	Australian policy initiatives and state curriculum reform efforts affirm a commitment to address student disengagement through the development of inclusive school environments, curriculum, and pedagogy. This paper, drawing on critical social theory, describes three Australian projects that support the cultivation of teachers' beliefs, knowledge and skills for critical reflection and leading change in schools. The first project reports on the valued ethics that emerged in pre-service teacher reflections about a Service-learning Program at a university in Queensland. The second project reports on a school-based collaborative inquiry approach to professional development with a focus on literacy practices. The final project reports on an initiative in another university in Victoria, to operationalise pedagogical change and curriculum renewal in Victoria, through the Principles of Learning and Teaching (PoLT). These case studies illustrate how critical reflection and development of beliefs, knowledge and skills can be acquired to better meet the needs of schools. (Contains 2 figures and 1 footnote.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ajte.education.ecu.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10