Literaturnachweis - Detailanzeige
| Autor/inn/en | Timperley, Helen; Alton-Lee, Adrienne |
|---|---|
| Titel | Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners |
| Quelle | In: Review of Research in Education, 32 (2008) 1, S.328-369 (42 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0091-732X |
| DOI | 10.3102/0091732X07308968 |
| Schlagwörter | Teacher Characteristics; Educational Change; Foreign Countries; Teaching Methods; Faculty Development; Outcomes of Education; Educational Opportunities; Pedagogical Content Knowledge; Academic Achievement; Effect Size; Intervention; Australia; New Zealand; Singapore |
| Abstract | This article engages in the debate about what counts as professional knowledge from the perspective of improving outcomes for diverse learners. The authors begin by highlighting the importance of assumptions about appropriate roles for teachers and how those assumptions have shaped the debate about what teachers need to know. Then, they consider some myths and evidence about teacher agency that have contributed to a recent international shift in policy attention to the importance of teacher knowledge and, more particularly, how to develop teacher agency and capability. This article focuses mainly on a policy approach to building a multidisciplinary evidence base in education that both identifies the kinds of teacher knowledge that has a positive impact on a range of student outcomes and, at the same time, develops that knowledge through a national collaborative knowledge-building and knowledge-use strategy. The approach described is the New Zealand Iterative Best Evidence Synthesis (BES) Programme, which deliberately and systematically draws on and develops a rich multidisciplinary knowledge base in education. The authors present the findings of a new synthesis of the evidence from 97 empirical studies that identify the development of the kinds of teacher knowledge that have a demonstrated positive impact on outcomes for diverse learners. The findings of the synthesis are exemplified through an in-depth case study of effective professional development designed to support student learning, teacher learning, teacher-educator research, and policy learning. In conclusion, the authors highlight the potential of such multidisciplinary collaborative approaches to building the kinds of professional knowledge needed to change outcomes for diverse learners in the schooling system. They also discuss the challenges for both policy and research to engage in such transformational knowledge building. (Contains 3 figures and 1 table.) (ERIC). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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