This book draws together research on professional learning communities in schools and teacher education in diverse contexts in South Africa. Each chapter captures the rich and complex nature of professional learning communities, the challenges in developing and maintaining them, and the extent to which the promote successful learning for teachers and changes in teaching practices. The book shows that professional learning communities can promote continuous learning in response to local school and classroom realities and work against 'quick-fix', fragmented workshops for teachers, where learning tends to dissipate. This book should be of interest to teachers, school-leaders, teacher-educators, policy-makers and researchers. It represents the first set of research studies in what is a new and growing field in South Africa.
Sprache
Verlagsort
Zielgruppe
Maße
Höhe: 240 mm
Breite: 168 mm
ISBN-13
978-0-7969-2548-0 (9780796925480)
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Schweitzer Klassifikation
Karin Brodie is Professor and Head of School in the School of Education at Wits University in Johannesburg. She teaches in the areas of learning, teaching and curriculum and mathematics education. Her research is on interaction in secondary mathematcis classrooms and the extent to which it promotes mathematical understanding. She also works in mathematics teacher development, to build teaching practices that promote classroom interaction and mathematical understanding.
Hilda Borko is an educational psychologist who researches teacher cognition and changes in novice and experienced teachers' knowledge and beliefs. Her work has identified factors that affect teachers' learning of reform-based practices. Previously she was the chair of the educational psychology program area in the school of education at the University of Colorado, and is also a former president of the American Educational Research Association. Her university education was completed at the University of California. Currently, she is a professor in the Graduate School of Education, Standford University.
