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Descriptors:
Science Teachers; Secondary School Teachers; Curriculum Design; Expertise; Scientific Literacy; Biological Sciences; Secondary School Science; Science Instruction; Professional Development; Trust (Psychology); Educational Cooperation; Teacher Empowerment; Self Determination; Case Studies; Foreign Countries

Abstract:
This paper describes the development of curriculum design expertise from the perspective of a teacher reflecting on a science lesson. His involvement in the research process resulted in a self-determined professional development strategy. The description comes from data collected through lesson observations and an in-depth stimulated recall discussion to probe and uncover the teacher's understanding of the importance of the curriculum design principles related to his lesson. These data are supplemented with lessons plans studied over several months. Views expressed indicate that the professional development of the teacher was grounded in trust and trust-building that took time. The views also, suggest, amongst other issues, how empowerment evaluation can be used in enabling development in curriculum design. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Critical Literacy; Critical Theory; Teacher Education; Teacher Attitudes; Cultural Pluralism; Literature; Graduate Study; Educational Needs; Student Needs; Educational Change; Case Studies; Qualitative Research; Phenomenology; Controversial Issues (Course Content); Social Justice; Self Evaluation (Individuals); Teacher Empowerment

Abstract:
Building on Ball's (2009) model of generative change, we explored how two experienced literacy teachers, after completing a graduate-level multicultural literacy course, enacted the tenets of critical literacy. Ball defined teachers' generative thinking as "connecting their personal and professional knowledge with the knowledge that they gain from their students to produce or originate knowledge that is useful to them in pedagogical problem solving and in meeting the educational needs of their students" (2009, p. 47). We uncovered how teachers' generative thinking progressed over time; how they sanctioned critical literacy practices in their own classrooms; and how they continued to guide their students to question, dispute, and examine power relations. As the teachers' generative thinking grew over the two years, they continued to express tension and doubt, showing that teacher change is never linear or simple, but often situational and complex. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Effectiveness; Accountability; Instructional Leadership; Teacher Empowerment; Barriers; Case Studies; Educational Practices; Phenomenology; Teaching Experience; Behavioral Objectives; Educational Objectives; Professional Autonomy

Abstract:
Effective teachers have been described as possessing a vision for their teaching. However, the current high-stakes accountability climate has provided challenges for teachers attempting to align their instruction with their vision for teaching. The goal of this study was to explore 3 in-service teachers' visions and perceived obstacles they faced as they worked to enact their vision in their respective schools. Although teachers' visions focused on adapting to fit the needs of their students, this was often at odds with their schools' recommendations. Findings from this study suggest the challenges associated with enacting one's vision given the constraints of high-stakes accountability systems. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Feedback (Response); Educational Change; Best Practices; Faculty Development; Sustainability; Risk; Teacher Collaboration; Program Effectiveness; Administrator Role; School Culture; Teacher Empowerment

Abstract:
Although best practices in student instruction and learning have evolved dramatically over the past couple of decades, new approaches to educator professional development have lagged behind considerably. The traditional whole group, one-size-fits-all strategy universally recognized as ineffective for teaching students, has too-long remained the status quo for many school and districts leaders. Recent reports such as the 2009 "Professional Learning in the Learning Profession," by the National Staff Development Council and the School Redesign Network at Stanford University affirm a direct link between highly effective, sustained professional development and differentiated approaches to teacher training, collegial collaboration, and risk taking. Risk-taking includes embracing new teaching methods like the integration of online Khan Academy tutorials into a math class, and requesting feedback from students and parents on how it is working. Risk-taking also includes a higher level of transparency, such as sharing classroom practices that did not work, as well as those that did, at a Parent Teacher Student Association meeting, or via a school newsletter or classroom website. Establishing and maintaining a culture of ongoing learning is the core principle underlying sustainability. Creating a culture that is excited about learning is the strongest foundation for best practices in schools. Ensuring that administrators are deeply immersed in and dedicated to the school's professional development program is key to its effectiveness and sustainability. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Philosophy; Teacher Empowerment; Justice; Teaching Experience; Role of Education; Drama; Teacher Role; Educational Trends; Freedom; Equal Education

Abstract:
Educationalists are currently engaging with Jacques Ranciere's thought on emancipation and equality. The focus of this paper is on what initiates the process that starts emancipation. With reference to teachers the question is: how do teachers become emancipated? This paper discusses how the teacher's life is made "sensible" and how sense is distributed in her life. Two stories are taken from Ranciere's own work, that of Ingrid Bergman and Joseph Jacotot, that give us an indication of the initiation process of emancipation. Then I will see this in relation to the teacher, Mr Briggs, who is one of the main characters of the play "Our Day Out" (1987) by Willy Russell. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Empowerment; Teaching (Occupation); Social Networks; Teacher Role; Educational Improvement; Teaching Methods; Faculty Development; Educational Change; Social Support Groups; Barriers; Social Environment; Context Effect

Abstract:
This article provides a context for understanding how social networks among teachers support or constrain school improvement in terms of instructional practice, professional development, and educational reform. It comments on the articles in this special issue, summarizing their contributions to the field. This analysis reveals several important lessons including the finding that teachers' social networks can be leveraged to work toward positive change, and yet teachers' social networks may also thwart change. Moreover, the architecture of teachers' social networks may change during the process of reform. Implications for further research are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Strategies; Educational Change; Leadership Training; Teacher Leadership; Preservice Teachers; Teacher Empowerment; Faculty Development; Teaching Methods; Teacher Education Programs

Abstract:
Teacher leadership is about empowering teachers to take a more active role in school improvement. Current pathways to teacher leadership, namely the Teacher Leader Master (TLM) degree program and teacher-led professional development, mainly target in-service teachers. Less attention has been paid to teacher leadership training in current teacher preparation curricula. This article describes three instructional strategies for nurturing pre-service teachers' leadership skills in a teacher preparation program. The three strategies are (1) to encourage cross-domain and multiple perspective-taking among pre-service teachers; (2) to enhance pre-service teachers' ethical reasoning; and (3) to engage pre-service teachers in analyzing real-life teacher leadership cases. The specific strategies presented in this article can be used as examples for teacher preparation programs as they strengthen their efforts in leadership training for pre-service teachers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Preservice Teacher Education; Theaters; Reflective Teaching; Field Experience Programs; Literacy; Methods Courses; Reflection; Teacher Empowerment; Performance Based Assessment; Dramatics; Portfolio Assessment; Mentors

Abstract:
During a teaching methods field experience, we initiated several processes to facilitate pre-service teachers' reflection, empowerment, and performance as they learned to teach students. Through an ethno-theater presentation and subsequent revisions to an ethno-theater script, we turned the reflective lens on ourselves as we discovered instances of our teaching within this field experience that required us to look at our data and ourselves as contributing actors in a series of scenes. Our analysis of the data (as captured through the performance text) led us to new understandings of "reflection," "empowerment," and "performance" through the constructed roles and relationships within this field experience work. We discuss the process of creating an ethno-theater script and the methodological impact it had on us as teacher educators and researchers. We conclude with a proposal for dramatic solutions to accelerating reflexivity within teacher education contexts. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Chemistry; Secondary School Science; Secondary School Teachers; Science Teachers; Teacher Empowerment; Faculty Development; Instructional Design; Relevance (Education); Program Effectiveness; Foreign Countries

Abstract:
Even experienced chemistry teachers require professional development when they are encouraged to become actively engaged in the design of new context-based education. This study briefly describes the development of a framework consisting of goals, learning phases, strategies and instructional functions, and how the framework was translated into a professional development programme intended to empower teachers to design context-based chemistry education. The programme consists of teaching a pre-developed context-based unit, followed by teachers designing an outline of a new context-based unit. The study investigates the process of teacher empowerment during the implementation of the programme. Data were obtained from meetings, classroom discussions and observations. The findings indicated that teachers became empowered to design new context-based units provided they had sufficient time and resources. The contribution of the framework to teacher empowerment is discussed. (Contains 1 figure, 4 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Change; Government Role; Public Service; Local Government; Role Perception; Educational History; Intellectual History; Educational Development; Partnerships in Education; School Councils; Teacher Empowerment; Politics of Education; Administrative Policy; Administrative Principles; Administrative Organization; Foreign Countries

Abstract:
In this article, the author reflects on key events and issues with which he has been involved for 50 years. First, he gives a brief account of the Schools Council--what it meant in terms of the limited role of government in governing education, and in terms of the role of teachers as curriculum thinkers, not deliverers. Its demise in the 1980s coincided (necessarily) with a more centralised educational service. But that earlier, more subservient role of government gave rise to some of the most significant educational reports ever written which covered the whole expanse of education and training. Second, he briefly notes, in what was called "the great debate", the battles of ideas which took place in the 1970s over the content and aims of education, and the felt need of government to change the partnership between central and local government and the teachers. Third, that of course was made possible through not only the increased central accountability of the teachers, but also the gradual demise of local government and responsibility. There is now little between the schools and the Secretary of State. Fourth, he illustrates how far that partnership has been transformed, indeed to the point of disappearance. Fifth, the author looks to the future. Such a future is no doubt reflected through the nostalgic spectacles of the past, but that past embodied the ideal of local responsibility and accountability for education and of public service. It rightly in his view was built on a fear of an all-powerful government without the counterbalancing forces of local control. And it saw the centrality of a teaching profession which was not beholden to political masters in the content and methods of teaching. They, the teachers, should be the thinkers, not the deliverers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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