Instructional Supervision and the Re-Definition of Who Does It in Schools.

Autor/in	Smyth, John
Titel	Instructional Supervision and the Re-Definition of Who Does It in Schools.
Quelle	(1991), (11 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Accountability; Collegiality; Elementary Secondary Education; Participative Decision Making; Productivity; Professional Development; School Based Management; School Supervision; Social Control; Teacher Orientation; Teacher Supervision + Suchen Sie Ihr Suchwort? Verantwortung; Kollegialität; Produktivität; Schulaufsicht; Soziale Kontrolle; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung
Abstract	The trend of teacher collegiality and professional development in educational restructuring is examined in this paper within the context of growing demands for accountability and productivity. The increased international interest in teacher collegiality through various forms of school-based professional development is viewed as a means of restructuring control of teachers' work. The redefinition of "professionalism" presents the manifest appearance of increased participation and collaboration, but implicitly is a policy option that co-opts and constrains teachers within rigid, centrally prescribed educational guidelines. A conclusion is that if collegiality continues to be used as a managerial tool in the guise of a professional development process to coerce teachers into doing the work of economic reconstruction, then teachers' rejection or neutralization of the process is an expected response. (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01