Teachers leading educational reform. The power of professional learning communities.

Sonst. Personen	Harris, Alma (Hrsg.); Jones, Michelle (Hrsg.); Huffman, Jane B. (Hrsg.)
Titel	Teachers leading educational reform. The power of professional learning communities.
Quelle	London: Routledge (2018), xvi, 240 S.Verfügbarkeit
Reihe	Teacher quality and school development series
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-138-64105-7; 978-1-138-64105-1
Schlagwörter	Bildungsreform; Schule; Schulentwicklung; Lehrerbildung; Lehrerfortbildung; Lehrerkollegium; Lerngruppe; Professionalisierung; Aufsatzsammlung; Kooperation; Professionalität
Abstract	Teachers Leading Educational Reform explores the ways in which teachers across the world are currently working together in professional learning communities (PLCs) to generate meaningful change and innovation in order to transform pedagogy and practice. By discussing how teachers can work collectively and collaboratively on the issues of learning and teaching that matter to them, it argues that through collective action and collaborative agency, teachers are leading educational reform. By offering contemporary examples and perspectives on the practice, impact and sustainability of PLCs, this book takes a global, comparative view showing categorically that those educational systems that are performing well, and seek to perform well, are using PLCs as the infrastructure to support teacher-led improvement. Split into three sections that look at the macro, meso and micro aspects of how far professional collaboration is building the capacity and capability for school and system improvement, this text asks the questions: Is the PLC work authentic? Is the PLC work being implemented at a superficial or deep level? Is there evidence of a positive impact on students/teachers at the school/district/system level? Is provision in place for sustaining the PLC work? Teachers Leading Educational Reform illustrates how focused and purposeful professional collaboration is contributing to change and reform across the globe. It reinforces why teachers must be at the heart of the school reform processes as the drivers and architects of school transformation and change. (Verlag).
Erfasst von	Deutsches Institut für Erwachsenenbildung - Leibniz-Zentrum für Lebenslanges Lernen, Bonn
Update	2018/4