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ERIC Number: EJ1089701
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-2153-7615
Mediating Teachers as Learners: Conversations from Shared Experience
Watkins, Paul
Administrative Issues Journal: Connecting Education, Practice, and Research, v5 n2 p82-93 Win 2015
Race to the Top mandates, much like other comprehensive reforms before, focuses on teacher quality and student outcomes. Measuring teacher quality, under Race to the Top reforms, remains a subject of uncertainty, particularly measuring for improvement. This article argues that a central purpose of classroom evaluation is to provide supportive, targeted feedback by differentiating teachers as learners. Drago-Severson and Mezirow offer a framework for adult learning that overlays this theoretical analysis. The three cases explored for this article demonstrate levels of adult learning among teachers, directing the novice to addressing the fully formed transformational learner. The cases promote professional learning as both social and reflective.
Southwestern Oklahoma State University. 100 Campus Drive PAX 208, Weatherford, OK 73096. Tel: 580-774-7175; Fax: 580-774-7020; e-mail: aij@swosu.edu; Web site: http://www.swosu.edu/academics/aij/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A