Evidence-based teaching is fast becoming a new orthodoxy. There are many strong voices, including policy voices, advocating its adoption. Understanding the underlying principles allows you to better evaluate the benefits of different approaches to evidence-based teaching and how they relate to your own school context.
This book provides a critical overview of different ways of thinking about professional learning as a social process through collaborative and collective activity, including the notion of professional learning communities and how these might be used to support teacher enquiry. It examines the opportunities and challenges this poses to teachers and school leaders, and includes practical advice on how to facilitate, engage with and evaluate collaborative teacher enquiry models.
สารบัญ
Chapter 1: Introduction
Chapter 2: Mapping the language of collaboration and enquiry
Chapter 3: School-university partnerships: contexts for enquiry
Chapter 4: Teacher-led enquiry
Chapter 5: Lesson study as evidence-based teacher collaboration and enquiry
Chapter 6: Leading professional learning communities: opportunities and challenges
Chapter 7: Teachers’ access to and use of evidence
Chapter 8: Conclusions and take-aways
References
Index
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Alison Fox is a senior lecturer at the Faculty of Wellbeing, Education and Language Studies at the Open University. After training as a secondary school science teacher, Alison moved into initial teacher training and research about and for the support of beginning teachers, including their emergent development as school leaders. Over the last 15 years she has been involved in Teaching and Learning Research Programme, Department for Education, and National College for Teaching and Leadership funded projects related to teachers’ professional development. She supports practitioner enquiry through her Masters and Doctoral supervision.
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