자연주의적 탐구조사(Naturalistic Inquiry)

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The New Meaning Of Educational Change

THE FIFTH DISCIPLINE The Art & Practice of the Learning Organization

Background and purpose: The article reviews studies that focus on the professional development of teachers after they have completed their basic teacher training. Teacher professional development is defined as teachers’ learning: how they learn to learn and how they apply their knowledge in practice to support pupils’ learning. The research question addressed in the article is: How do experienced teachers learn? Main argument: The review is framed by theories within the constructivist paradigm. From this perspective, knowledge is perceived as the construction of meaning and understanding within social interaction. The social surroundings are seen as decisive for how the individual learns and develops. It is argued that courses and lectures, or ‘times for telling’, and teachers’ development of a metacognitive attitude are decisive factors for teachers’ learning within a constructivist frame of reference. Sources of evidence and method: To attempt to answer the research question, a search was conducted of t...

Teachers' Professional Development: A Theoretical Review.

Profound Improvement: Building Capacity for a Learning Community

Action research as a school-based strategy in intercultural professional development for teachers

This article presents a study that attempts to inquire into the indicators related with inclusive education by taking into account teachers’ responses in the ordinary and specific teaching contexts (experts in special education needs, specialists in therapeutic pedagogy and compensatory education or specific programmes organised to accommodate diversity) We used a Spanish translation of the Index for Inclusion, which has been adapted and divided into three Likert‐type scales about inclusive cultures, organisation in the teaching–learning context and inclusive practices We did a t‐test to detect any significant differences in teachers’ responses in terms of the ordinary or specific teaching contexts in which they work No significant differences were seen in the items related to cultures and organisation, but we found significant differences in 12 of the 36 items of the inclusive practices scale Finally, we discuss the role of the processes for innovation and transformation in secondary schools and prov

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Inclusive cultures, policies and practices in Spanish compulsory secondary education schools: teachers’ perceptions in ordinary and specific teaching contexts

Professional development that aims to build school change capacity requires spaces for collaborative action and reflection. These spaces should promote learning and foster skills for distributed leadership in managing school change. The present study analyses the case of the Seminar for Critical Citizenship (SCC) established by teachers of infant, primary, secondary and higher education to experiment with and share innovative practices. A focus group was formed first to identify which factors SCC participants perceived as influencing the development of this leadership for change, and second, to verify whether the SCC offers a space where the development of distributed leadership is promoted. We find that while it enables a network for collaboration, egalitarian dialogue and empowerment, certain tensions persist between theory and practice, and in attitudes towards innovation and school culture.

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Collaborative professional development for distributed teacher leadership towards school change

Este trabajo tiene como objetivos identificar los recursos y estrategias de participacion en las escuelas de tres comunidades autonomas del Estado espanol y conocer la percepcion del profesorado y las familias sobre la cultura participativa escolar. Se realizo un estudio de encuesta exploratorio, en el que intervinieron equipos directivos, profesorado y familias. Los resultados muestran espacios, actividades y relaciones comunitarias desarrolladas, asi como una percepcion positiva de la cultura colaborativa y el compromiso ciudadano de participacion. Las conclusiones apuntan a una necesidad de mejorar el liderazgo compartido y el desarrollo de un curriculum mas vinculado con su entorno

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Escuela incluida: recursos y estrategias para la participación ciudadana

Participatory Action Research (PAR) in the educational context is a coherent methodology to accompany processes of school democratisation focusing on the key elements of collaborative culture, a se...

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Papers

Action research as a school-based strategy in intercultural professional development for teachers

Inclusive cultures, policies and practices in Spanish compulsory secondary education schools: teachers’ perceptions in ordinary and specific teaching contexts

Collaborative professional development for distributed teacher leadership towards school change

Escuela incluida: recursos y estrategias para la participación ciudadana

Participatory Action Research: a case study on the school democratisation process