Drawing on 10 years of research into whole of school teaching improvement, this engaging text explains what teaching improvement requires, how it is achieved and how to maintain it in your classroom and school.
Drawing on 10 years of research into whole of school teaching improvement, this engaging text explains what teaching improvement requires, how it is achieved and how to maintain it in your classroom and school.
Professor David Lynch, Professor of Education and Research Leader of TeachLab, Southern Cross University, Australia. Professor David Spendlove, Associate Dean, Faculty of Humanities, Manchester University, UK. Dr Jake Madden, Group Head of Schools. Aoba Schools Group Japan. Professor Barnett Berry, Senior Research Fellow, Learning Policy Institute, South Carolina, United States. Associate Professor David Turner, Deputy Research Leader, TeachLab, Southern Cross University, Australia. Dr Megan Lee, Senior Teaching Fellow, Bond University, Richard Smith, Adjunct Professor, Southern Cross University and Emeritus Professor, Central Queensland University, Australia.
Inhaltsangabe
Part 1: The case for change 1. The teaching transformation agenda 2. The new socio-policy-economic landscape and the repercussions for schools and teachers 3. Education systems in crisis 4. What does it mean to be "educated? Part 2: Prefiguring changes to teaching, schooling and teacher education 5. A rethink on the school curriculum 6. Exploring the concept of teaching transformation 7. A new school teaching logic Part 3: Designing a new paradigm for teaching and schooling 8. New concepts for a transformation of school teaching 9. Prefiguring a new grammar of schooling 10. An expanded focus for schools 11. Preparing a new teacher construct for a new grammar of schooling 12. A transformational teacher education program Part 4: Conclusions 13. What's been done before and what can we learn from it? 14. The teaching transformation agenda
Part 1: The case for change 1. The teaching transformation agenda 2. The new socio-policy-economic landscape and the repercussions for schools and teachers 3. Education systems in crisis 4. What does it mean to be "educated? Part 2: Prefiguring changes to teaching, schooling and teacher education 5. A rethink on the school curriculum 6. Exploring the concept of teaching transformation 7. A new school teaching logic Part 3: Designing a new paradigm for teaching and schooling 8. New concepts for a transformation of school teaching 9. Prefiguring a new grammar of schooling 10. An expanded focus for schools 11. Preparing a new teacher construct for a new grammar of schooling 12. A transformational teacher education program Part 4: Conclusions 13. What's been done before and what can we learn from it? 14. The teaching transformation agenda
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