Full Description
Evidence-based teaching is fast becoming a new orthodoxy. There are many strong voices, including policy voices, advocating its adoption. Understanding the underlying principles allows you to better evaluate the benefits of different approaches to evidence-based teaching and how they relate to your own school context.
This book provides a critical overview of different ways of thinking about professional learning as a social process through collaborative and collective activity, including the notion of professional learning communities and how these might be used to support teacher enquiry. It examines the opportunities and challenges this poses to teachers and school leaders, and includes practical advice on how to facilitate, engage with and evaluate collaborative teacher enquiry models.
Contents
1.
Chapter 1: Introduction Chapter 2: Mapping the language of collaboration and enquiry Chapter 3: School-university partnerships: contexts for enquiry Chapter 4: Teacher-led enquiry Chapter 5: Lesson study as evidence-based teacher collaboration and enquiry Chapter 6: Leading professional learning communities: opportunities and challenges Chapter 7: Teachers' access to and use of evidence Chapter 8: Conclusions and take-aways References Index
