Teacher Development and School Improvement: the use of ‘shared practice groups’ to improve teaching in primary schools
Year: 1998
Type: article
Abstract: Current government initiated activity appears to be leading to the development of an agenda for primary schools which is not derived from a process which involves teachers. The growing degree of bureaucracy and centrally imposed direction is accompanied by an increasing lack of opportunity for teacher involvement in and ownership of planning for change. This article is concerned with school based approaches to school improvement which are practitioner led and collaborative. A small school improvement project is described. This was based on a ‘shared practice’ model and involved teachers from a number of primary schools planning for, and implementing curriculum change through a process of ‘interactive professionalism’ and personal reflection. The article considers a range of issues related to practitioner ownership and ‘rooted’ change
Source: Journal of In-service Education
Authors: Kevin Holloway, Roy Long
Institution: Wakefield College
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2020757127