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ERIC Number: EJ1011143
Record Type: Journal
Publication Date: 2013
Pages: 6
Abstractor: ERIC
Reference Count: 19
ISBN: N/A
ISSN: ISSN-1360-3124
Transforming Teacher Learning in American Schools
Murray, John
International Journal of Leadership in Education, v16 n1 p126-131 2013
As both Friedman (2007) and Wagner (2008) have eloquently emphasized in recent years, children need to learn more complex material in preparation for further education and work in the twenty-first century. Teachers, therefore, must learn instructional approaches that develop the knowledge and skills students need to succeed in an increasingly diverse and interconnected world. Ensuring student success necessitates new types of instruction, conducted by teachers who understand content, learning and pedagogy, who can adapt to the diverse needs of their students and who can build powerful connections between students' experiences and the goals of the curriculum. These types of changes require significant learning on the part of teachers and will not occur without support and guidance. Efforts to improve student achievement can succeed only by building the capacity of teachers to improve their instructional practice and the capacity of schools to promote teacher learning. For students to develop to their fullest, their teachers must also be supported to succeed. There are many ways to improve the quality and performance of the nation's teachers and many are being examined. However, these efforts, as important as they are, influence only a small portion of teachers and do not adequately provide what is needed. To bolster the educational workforce, more must be done, and done better, with the teachers currently in the schools.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A