ERIC Number: EJ931238
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 116
Promoting Leadership in the Ongoing Professional Development of Teachers: Responding to Globalization and Inclusion
Philpott, David E.; Furey, Edith; Penney, Sharon C.
Exceptionality Education International, v20 n2 p38-54 2010
This paper explores the need for innovative leadership in teacher education in the Canadian context, with a particular call for renewed professional development of current teachers. Within a country defined as multicultural, recent demographic shifts, interregional migration, growing ethnic diversity, and the emergence of a paradigm of inclusion, contemporary classrooms are evolving at a pace faster than projected. While inclusive education emerged from the growth of services for children with disabilities, it is now a concept much broader than initially conceived. Expanded concepts of learner differences are necessitating an urgent need for leadership in redeveloping effective training for current teachers. This paper argues that ongoing professional development must be characterized by six focus areas in order to empower teachers with pragmatic skills to balance the needs of their diverse classes. The authors conclude that a first step in this process is training for administrators who lead professional development in schools.
Descriptors: Inclusion, Teacher Improvement, Global Approach, Disabilities, Professional Development, Leadership, Innovation, Migration, Cultural Pluralism, Student Diversity, Administrator Education, Teacher Attitudes, Educational Strategies, Principals, Team Teaching, Foreign Countries
Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: firstname.lastname@example.org; Web site: http://ejournals.library.ualberta.ca/index.php/eei
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Canada