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Written by experts, Gives a modern approach, Comprehensive in Scope
This book presents inservice teacher educators’ accounts of systematic inquiry into their practice in a variety of contexts throughout New Zealand. The importance of purposeful networks of practice at all levels of a system in supporting education change and improvement is a theme across the chapters.
The contributors describe the challenges and successes associated with working in professional learning and development in ways that aim to improve outcomes for teacher educators, teachers and students. Their accounts illuminate the importance of a research and development approach that enables the generation and application of new knowledge and, more importantly, enables all contributors to be learners.
Each of the authors describes their role in investigating the effectiveness of inservice teacher educator practice, as part of the overall project that endeavoured to improve practice for the future. Included are processes created for Maori (indigenous) settings where cultural metaphors were used to frame investigations of practice.
The book makes an important contribution to our knowledge base about effective inservice teacher educator practice and its influence on classroom practice. The book will appeal to teacher educators interested in examining the fit between their practices and their goals in helping teachers to build knowledge and practice, including those working in indigenous settings. It will also be of interest to policy makers and evaluators involved in system-level change.
…a well organised and carefully argued text that offers compelling evidence for an integrated approach to project management, practice, research and evaluation (J. John Loughran, Series Editor).
Series Editor’s Foreword; Acknowledgements; 1. Improving Inservice Teacher Education Practice; 2. Organisation and Design of Analytical Tools to Identify Effective Teacher Educator Practice; 3. The Measure of Success: Resolving Conflicts in Professional Learning Using Evidence of Student Learning; 4. Building Collaborative Professional Learning Within an Organisation; 5. An Environment of Collegial Reflective Dialogue for Inservice Teacher Educators; 6. Mentoring Reflective Practice in Inservice Teacher Education; 7. Individualised Professional Learning: Mentoring Leaders of School-Based Inquiry Projects; 8. Tikanga Maori Kei Te Ao Whakaako: Maori Concepts and Practices Supporting Teacher Education; 9. Te Poutama: An Alternative Framework Examining Maori Medium Inservice Teacher Education Practice; 10. Designing Evaluation in Messy Interventions: Reflections from Evaluation Practice; 11. Generating New Knowledge Through a System-Level Network; Glossary of Maori Terms; About the Contributors.