The Power of Teacher Agency: Why We Must Transform Professional Learning So That It Really Supports Educator Learning

Autor/in	Calvert, Laurie
Titel	The Power of Teacher Agency: Why We Must Transform Professional Learning So That It Really Supports Educator Learning
Quelle	In: Journal of Staff Development, 37 (2016) 2, S.51-56 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Professional Development; Standards; Educational Improvement; Academic Achievement; Motivation; Leadership; Connecticut; District of Columbia; Kentucky; North Carolina + Suchen Sie Ihr Suchwort? Standard; Teaching improvement; Unterrichtsentwicklung; Schulleistung; psychologische; Motivation (psychologisch); Führung; Führungsposition
Abstract	The education industry has produced volumes of research describing what professional learning should look like, and, for the most part, researchers agree about many of the critical components. In 2011, Learning Forward updated--and most states since have adopted--Standards for Professional Learning that align with this research. The standards call for professional learning that is ongoing, embedded, connected to practice, aligned to school and district goals, and collaborative. This leads to an important question: If we know what good professional learning looks like, why teachers not experiencing it? How can schools and systems bridge the gap between the professional learning teachers need and what they are getting? The key is teacher agency--the capacity of teachers to direct their professional growth and contribute to the growth of their colleagues. (ERIC).
Anmerkungen	Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.learningforward.org/news/jsd/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01