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ERIC Number: EJ1047180
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1941-5257
The Use of Demonstration Lessons to Support Curriculum Implementation: Invitation or Intrusion?
de Paor, Cathal
Professional Development in Education, v41 n1 p96-108 2015
Lesson demonstration within the context of school-based coaching can give teachers practical examples of a new curriculum in action, thereby reinforcing the key messages introduced in initial in-service training. At the same time, the demonstration needs to be sufficiently invitational so that teachers feel positively about the new programme and are encouraged to try out the new methodologies being introduced. This article examines the use of demonstration lessons as a support for teachers' curriculum implementation. It draws on an evaluation of a professional development service in Ireland that was established to support implementation of a new primary school curriculum, and which involved visits to schools by curriculum coaches. The results show that the emphasis was on using lesson demonstration as an invitation to teachers to try out the new methodologies being modelled, while the kind of intrusion associated with other kinds of coaching was less in evidence. The article concludes that coaching for curriculum implementation involves a hybrid of different coaching models. The balance between invitation and intrusion is one which requires constant attention by the coach, so that the right approach for a given situation can be found.
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; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland