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ERIC Number: EJ908186
Record Type: Journal
Publication Date: 2010-Feb
Pages: 13
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-0313-5373
Cultivating Teachers' Beliefs, Knowledge and Skills for Leading Change in Schools
Carrington, Suzanne; Deppeler, Joanne; Moss, Julianne
Australian Journal of Teacher Education, v35 n1 p1-13 Feb 2010
Australian policy initiatives and state curriculum reform efforts affirm a commitment to address student disengagement through the development of inclusive school environments, curriculum, and pedagogy. This paper, drawing on critical social theory, describes three Australian projects that support the cultivation of teachers' beliefs, knowledge and skills for critical reflection and leading change in schools. The first project reports on the valued ethics that emerged in pre-service teacher reflections about a Service-learning Program at a university in Queensland. The second project reports on a school-based collaborative inquiry approach to professional development with a focus on literacy practices. The final project reports on an initiative in another university in Victoria, to operationalise pedagogical change and curriculum renewal in Victoria, through the Principles of Learning and Teaching (PoLT). These case studies illustrate how critical reflection and development of beliefs, knowledge and skills can be acquired to better meet the needs of schools. (Contains 2 figures and 1 footnote.)
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia