عاملیت معلمان، توسعه حرفه‌ای و بهبود مدرسه

Highlighting the role of teachers in school change, Teacher Agency, Professional Development and School Improvement explores the important related issues of professional identity, teacher self-efficacy, leadership and autonomy in the context of contested improvement agendas. Providing analytical frameworks and practical models, this book: Offers examples of projects, programmes and narratives to illustrate the role of teachers in school change Invites readers to reconceptualise professional development and re-imagine school improvement Focuses on enabling teacher agency as the foundation for improvement Emphasises the importance of human agency to influence environments, lives and learning Provides strategies for improvement with integrity amidst powerful accountability requirements and external forces for change. At the heart of this book is a fresh perspective on schooling, in which teacher agency is considered a fundamental dimension of professional development and key to school improvement. This raises necessary and challenging questions about purposes and processes in education. With practical ideas and strategies that can be used to inform and evaluate practice and policy, Teacher Agency, Professional Development and School Improvement is essential reading for headteachers and teachers wishing to lead changes to improve their school and for teacher educators who support them. Cover Half Title Title Page Copyright Page Dedication Table of Contents List of illustrations Acknowledgements Introduction 1. ‘... a difference needs to be made’ Performativity, priority and purpose in education reform Portraits of teachers in landscapes of change Teachers’ stories The research process A difference needs to be made The quest for school effectiveness and school improvement Professionalism and professionality, agency and advocacy The role of teachers in changing schools Progressing hopefully References 2. Improving schools in context Innovation without change and the alchemy of reform School improvement and the ‘apparatuses of the state’ Challenging the deficit discourse The world beneath the surface What matters to teachers Education or production? A crisis of purpose Capacity for school improvement Evidence and experience in practice Undermining transformation Regaining purpose An alternative script for improvement References 3. Professional development, identity and agency Positioning teachers at the heart of school improvement Professionalism: new wine in old wineskins? Activists and agents The post-professional Reproduction, evolution or subversion? Beneath the surface of school change: agency and structuration Creative leadership and critical pedagogy Postmodern interpretations: professionalism, professionality and portraiture References 4. The role of teachers in changing schools The art and science of portraiture Miniatures Gallery 1: Professional stances in relation to formal school improvement Gallery 2: School improvement as teachers saw it Agency for improvement References 5. Leading school cultures to support teacher agency Imposed, selected and constructed environments Gallery 3: School landscapes of change Creating and negotiating imposed and constructed environments Risky journeys: trusting teachers to lead Encouraging agentic dispositions and identity work Questions of transferability Constructing environments and identities in school improvement References 6. An agentic framework for education Building in an agentic perspective Authentic improvement: actors, agents and activists ‘Stories of action in theories of context’ Creating conducive conditions for teacher agency A call to action: reinstating teachers in the school improvement discourse References 7. Agency in action: participation and voice Asserting teacher-led development Space for dialogue Starting (values and concerns) Leading (evidence and action) Sharing (knowledge building and change making) Introducing critical pedagogy: navigating the landscape of orthodoxy Exploring the potential for critical pedagogy From technical problem solving to emancipation Evidence of critical pedagogy Risks and rewards References 8. Agency for sustainable futures Spheres of influence Knowledge systems and the emancipatory democratic project Ecocentricity Loving life and learning Risk, trust and harmony Funds of knowledge Recognition and advocacy Activating agency for transformation Knowing, being and doing References Index "At the heart of the book is a fresh perspective on schooling, in which teacher agency is considered fundamental to professional development and school improvement. Compelling evidence into the role of teachers in school change provides the basis for frameworks and practical models, while examples of projects and programmes illustrate how to make this explicit in professional development and school improvement. Readers are invited to reconceptualise professional development, re-imagine school improvement and focus on enabling teacher agency as the foundation for change"-- Provided by publisher