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ERIC Number: EJ1125327
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1354-0602
Reassembling Teacher Professional Development: The Case for Quality Teaching Rounds
Bowe, Julie; Gore, Jennifer
Teachers and Teaching: Theory and Practice, v23 n3 p352-366 2017
Conventional professional development, while still in full swing in many places, has been widely maligned for its passive approach to learning, its failure to address local differences, and its often single-event format. While the corrective move to more collaborative models of professional learning has been heralded, few empirical studies to date have demonstrated impact on classroom practice or student learning outcomes. What is missing in both approaches, we argue, is a focus on pedagogy that guides teachers' efforts at improvement. To address this absence, we elaborate our "reassembled" approach to professional development, Quality Teaching Rounds. We argue that bringing together approaches to teacher development that privilege collaboration, community, and context with a substantive pedagogical framework will deliver more powerful professional development that makes a substantial impact on practice and produces measurable effects.
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Publication Type: Journal Articles; Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A