An Alternative Model of Continuing Professional Development for Teachers: Giving Teachers Time

Autor/inn/en	Haydn, Terry; Barton, Roy; Oliver, Ann
Titel	An Alternative Model of Continuing Professional Development for Teachers: Giving Teachers Time
Quelle	In: International Education Studies, 1 (2008) 1, S.44-49 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Professional Continuing Education; Models; Communities of Practice; Faculty Development; Teacher Collaboration; Elementary School Science; Elementary School Teachers; Secondary School Science; Secondary School Teachers; History Instruction; Instructional Innovation; Teaching Methods; Inservice Teacher Education; Reflection; Participant Satisfaction; Training Methods; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Berufsfeldbezogener Unterricht; Weiterbildung; Analogiemodell; Community; Lehrerkooperation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; History lessons; Geschichtsunterricht; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerfortbildung; Didaktik; Trainingsmaßnahme; Ausland; Großbritannien
Abstract	The paper reports on the outcomes of a Department of Culture, Museums and Sport (DCMS) funded project which provided resources for three groups of teachers in different subjects and age phases to have some time where they were freed from their teaching responsibilities, and also given time to meet together with other teachers to share ideas. The idea underpinning the project was to explore a model of continuing professional development for teachers which was different in approach to recent Department for Education and Skills (DfES) "strategy" and training based approaches. The three groups of teachers (primary science, secondary history and secondary science) met together with curriculum tutors from the local School of Education to explore ideas about how to develop innovative approaches in aspects of their subject teaching. In addition to funding four days of supply cover for the teachers involved to meet, the teachers were also given at least two days of supply cover during the course of the project to develop their ideas. Towards the end of both academic years, the groups met again to share their ideas. The paper describes the outcomes of the project and the teachers' perceptions of the process issues and problems involved in pedagogical innovation. The paper also considers some of the broader issues arising from the project, in terms of how to make the most effective use of teachers' time, in an era when there are many competing demands on this finite resource. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01