Changing schools/changing practices. Perspectives on educational reform and teacher professionalism.

Sonst. Personen	Lang, Manfred (Hrsg.); u.a.
Titel	Changing schools/changing practices. Perspectives on educational reform and teacher professionalism.
Quelle	Louvain-la-Neuve: Garant (1999), 237 S.Verfügbarkeit
Reihe	International Series on educational Renewal. 1
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	90-5350-892-9
Schlagwörter	Persönlichkeitsentwicklung; Lehrer; Lehrerfortbildung; Lehrerrolle; Lehren; Curriculumentwicklung; Ethik; Moral; Berufserfolg; Berufsethos; Professionalisierung; Internationaler Vergleich; Kooperation; Praxis; Professionalität; Deutschland; England; Finnland; Großbritannien; Kanada; Niederlande; Portugal; Schweden; USA
Abstract	The collection of research papers in this book is a selection made from those which were presented at the eighth conference of the International Study Association on Teachers and Teaching, held at Kiel, Germany in 1997. They are grouped into five parts. Part one "Perspectives of the practice of teachers" consists of studies from Canada, England and Germany which explore key issues of gender, student voice, professional cultures and the importance of reflection to teacher development. Part two "The moral basis of professionalism", contains studies from America, Sweden and Finland which focus upon teaching as essentially a moral/ethical enterprise. Part three "Professional development and the challenge of reform" locates teachers' work in the context of challenges presented by imposed change. The contributions from Germany, the Netherlands, America and England highlight the need for reformers from outside schools to take account of the influences of teachers' beliefs on their current and future practices. Part four "Co-operation and partnership in teacher practice", visits the ways in which pre-service and in-service teachers' learning and development are enhanced through the creation of working partnerships between universities and schools. The studies from Canada, England, Germany and Portugal provide testimony to the advantages to be gained from looking for learning beyond the confining walls of classroom and school. The final part "Developing professional self", takes the reader to the heart of the quality and standards debate on teaching. The chapters from the Netherlands, Germany and England inquire into the needs of teachers for continuing challenge and support over a forty year career span which is characterized by sporadic learning opportunities, changing conditions of service, imposed reform, increased bureaucratic accoutabilities and ever higher parental expectations. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2002_(CD)