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ERIC Number: EJ857475
Record Type: Journal
Publication Date: 2009
Pages: 18
Abstractor: ERIC
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0737-5328
Relational Teacher Development: Growing Collaboratively in a Hoping Relationship
Kitchen, Julian
Teacher Education Quarterly, v36 n2 p45-62 Spr 2009
In the last decade, educational reform efforts have focussed primarily on "technical fixes--changes in structures and practices" such as mandated curriculum and standardized tests. The imposition of these accountability measures has led to the deprofessionalization of teachers as mediators between the curriculum and the students in the classrooms. Today, these imposed solutions are increasingly viewed as superficial and ineffective. One of the major criticisms is that these technical fixes fail to address the beliefs, behaviors and core beliefs of the teachers. There is growing recognition that teachers' activities are central to meaningful learning in classrooms and that teacher development must actively engage teachers in order to improve learning and reculture schools. While the professional knowledge and ongoing professional development of teachers have long been subjects of inquiry, there is much still to be understood about the experiences of teachers and, particularly, the professional renewal of veteran teachers. This narrative inquiry, which focusses on the experiences of one teacher, examines how a respectful and relational approach to teacher development can result in deep and sustained professional growth and renewal.
Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada (Toronto)