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ERIC Number: ED337425
Record Type: Non-Journal
Publication Date: 1991-Apr
Pages: 57
Abstractor: N/A
Reference Count: N/A
A Metaphorical Analysis of Professional Development Conferences with Teachers: Implications for Evaluating Statewide Teacher Assessment Initiatives.
Claudet, Joseph G.; And Others
This study of educator interviews and conferences required by the Louisiana teacher certification program (Louisiana System for Teaching and Learning Assessment and Review (STAR)) is grounded in the supposition that metaphors infuse educators' everyday professional interactions. Of particular interest were: the nature of the various conference roles assumed by the participants; the underlying beliefs and perspectives that determined these role assumptions; the relative degree of congruence of the roles assumed with the STAR model for conference participant roles; and the kinds of conference behaviors engaged in as a result of the actual roles taken. Three types of conference were discerned: Type 1 involving educators who were resistant to change as represented by the STAR; Type 2 involving educators who assumed the metaphoric roles of expert panel, grievance committee, or support group; and Type 3 involving educators who exhibited a great degree of openness to assuming the STAR reflective and conference roles. The Type 3 participants showed willingness to interact as reflective professionals and collaborative learners, with the result that their discussions were more context-specific and data-based than discussions in conference types 1 and 2. Appendixes include: Table of Contents of STAR; Performance Dimension IV: Enhancement of Learning; Teaching and Learning Component IV: Monitoring Learning Tasks and Informal Assessment; STAR Professional Development Process; and Conference Metaphoric Role/Empowerment Continuum. (AMH)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana