Policies that support professional development in an era of reform
Keywords:
teachers’ professional development, reforming curriculum policy, new designs for professional development, support for policy-makersAbstract
Understanding the conditions through which teachers’ acquisition and use of new knowledge and skills are enhanced informs our understanding of effective models of professional development. In this article the authors examine some design principles to guide policy-makers and school reformers who seek to promote learner-centred professional development which involves teachers as active and reflective participants in the change process. They aimed to explore: the role of teachers as learners and teachers, new designsfor professional development; school culture and how it relates to critical enquiry; elements of effective curriculum frameworks; messages emerging for policy-makers and administrators concerned with professional development for teachers
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Published
2015-12-09
How to Cite
Darling-Hammond, L., & McLaughlin, W. (2015). Policies that support professional development in an era of reform. Profesorado, Revista De Currículum Y Formación Del Profesorado, 8(2), 16. Retrieved from https://revistaseug.ugr.es/index.php/profesorado/article/view/19608
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