In this book, Raider-Roth offers an innovative approach to teacher professional development that builds on the intellectual strength and practical wisdom of practitioners. Focusing on nurturing relationships between and among participants, facilitators, subject matter, texts, and the school environment, this book helps educators create a repertoire of teaching approaches founded on sustained, deep, democratic, local, and active learning. The author demonstrates that, within the context of trustworthy relationships, teachers can better connect with all that they know about teaching, learning, and their own identities. This, in turn, enables them to act on what they know in the best interest of their students and leads to the kinds of lasting change and commitment that can move the teaching profession beyond training for a particular skill set.
Miriam B. Raider-Roth is professor of educational studies and director of the Center for Studies in Jewish Education and Culture at the College of Education, Criminal Justice, & Human Services, University of Cincinnati.
...an important contribution to the fields of teacher education research and practice alike...engaging and inspiring
-- Educational Action Research This book provides an inspirational example of how professional learning communities can help teachers regain confidence in their own abilities: to explore challenging content, to support the learning of their peers, to transform their own practice, and to resist reform efforts that encourage quick fixes. This book describes the kind of professional relationships that many teachers hope to cultivate with their colleagues. It is an amazing testament to the power of individuals committed to collaborative and transformative professional learning.
--Teachers College Record "The clarity with which the book documents how disparate theoretical frames animate the seminar's design and the intentionality behind each of the seminars' practices is notable; it is the unique blend of gravitas and heart with which Raider-Roth and her faculty approach their project, that leaves its deepest impression on the reader."
--Journal of Jewish Education
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