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The Challenges of Lifelong Learning. Educational Change and Development Series DOCUMENT RESUME ED 434 878 SP 038 812 AUTHOR Day, Christopher TITLE Developing Teachers: The Challenges of Lifelong Learning. Educational Change and Development Series. ISBN ISBN-0-7507-0747-X PUB DATE 1999-00-00 NOTE 264p. AVAILABLE FROM Taylor & Francis, Inc., 1900 Frost Rd., Suite 101, Bristol, PA 19007-1598. Tel: 800-821-8312 (Toll Free). PUB TYPE Books (010) -- Guides - Non-Classroom (055) EDRS PRICE MF01/PC11 Plus Postage. DESCRIPTORS Action Research; Administrator Role; College School Cooperation; Elementary Secondary Education; *Faculty Development; Foreign Countries; Inquiry; Inservice Teacher Education; Leadership; *Lifelong Learning; Partnerships in Education; Principals; Reflective Teaching; *Teacher Improvement; Teacher Role; Teachers; Teaching Conditions IDENTIFIERS Learning Communities; *Professionalism; Reflective Thinking ABSTRACT This book examines the nature of teacher professionalism, the continuing professional development of teachers, and the contexts in which this occurs. Using a range of international research and development work, the book discusses how personal and professional contexts promote and inhibit improvement in teaching. It examines the effects of school leadership and culture; the place of appraisal and personal development records in teacher and school development; inservice as intervention; reflective practice; partnerships between schools and universities; and networks for improvement. Finally, the book highlights the complexities of becoming and remaining an effective teacher in changing circumstances, arguing that without a focus on lifelong learning, teachers cannot provide the best learning opportunities for their students. There are 10 chapters:(1) "Being a Teacher, Developing as a Professional";(2) "Teachers as Inquirers"; (3) "Understanding Teachers' Development: Experience, Expertise, and Competence"; (4) "Teachers' Conditions of Work: Classrooms, Cultures, and Leadership"; (5) "Self-Renewal: Appraisal, Change, and Personal Development Planning";(6) "School-Led Professional Development: A Case Study"; (7) "In-Service Education and Training: Limits and Possibilities"; (8) "Learning through Partnerships"; (9) "Networks for Learning: Teacher Development, School Improvement"; and (10) "The Role of Teachers in a Learning Society." (Contains approximately 480 references, 21 figures, and an index.) (SM) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** evelo Teach Lifelong Learning - 00000000000600oo0o0000000oot0000000000000000000000oo0o00000oo000 -4114z),_ PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY RooAty TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproducedas received from the person or organization originating it. Minor changes have been made to improve reproduction quality. o Points of view or opinionsstated in this dociiment do not necessarilyrepresent official OERI position or policy. `.-------- .4.0.04,04,09000000aoa00000000000000000000000000 q ,1000 BESTC PYAVAOLA 4000001 Developing Teachers Educational Change and Development Series Series Editors:Andy Hargreaves, Ontario Institute for Studies in Education, Canada and Ivor F. Goodson, Warner Graduate School, University of Rochester, USA and Centre for Applied Research in Education, University of East Anglia, Norwich, UK Re-schooling Society David Hartley The Gender Politics of Educational Change Amanda Datnow The Rules of School Reform Max Angus Whose School is it Anyway? Kathryn Riley Developing Teachers: The Challenges of Lifelong Learning Chris Day Change Forces: The Sequel Michael Fullan Developing Teachers: The Challenges of Lifelong Learning Christopher Day 41. 4"" Fran.05 UK Falmer Press, 1 Gunpowder Square, London, EC4A 3DF USA Falmer Press, 325 Chestnut Street, 8th Floor, Philadelphia,PA 19106 © C. Day, 1999 All rights reserved. No part of this publicationmay be reproduced, stored in a retrieval system, or transmitted inany form or by any means, electronic, mechanical, photocopying, recordingor otherwise, without permission in writing from the publisher. First published in 1999 A catalogue record for this book is available from theBritish Library ISBN 0 7507 0748 8 cased ISBN 0 7507 0747 x paper Library of Congress Cataloging-in-Publication Dataare available on request Jacket design by Caroline Archer Typeset in 10/12 pt Times by Graphicraft Limited, Hong Kong Printed in Great Britain by Biddies Ltd., Guildford andKing's Lynn on paper which has a specified pH value on final paper manufacture of not less than 7.5 and is therefore 'acid free'. Every effort has been made to contact copyright holders fortheir permission to reprint material in this book. The publishers would be grateful to hear from any copyright holder who isnot here acknowledged and will undertake to rectify anyerrors or omissions in future editions of this book. Contents List of Figures vi Acknowledgments vii Preface ix 1 Being a Teacher, Developing as a Professional 1 2Teachers as Inquirers 22 3 Understanding Teachers' Development: Experience, Expertise and Competence 48 4Teachers' Conditions of Work: Classrooms, Cultures and Leadership 70 5 Self Renewal: Appraisal, Change and Personal Development Planning 92 6School-led Professional Development: A Case Study 113 7In-service Education and Training: Limits and Possibilities 131 8Learning through Partnerships 152 9Networks for Learning: Teacher Development, School Improvement 174 10The Role of Teachers in a Learning Society 193 References 210 Index 240 v List of Figures 1.1 Factors contributing to the quality of professional learning 4 2.1Types of reflection related to concerns 30 2.2Practical theory 31 2.3A continuum of teacher inquiry 42 2.4Communities for teacher inquiry and development: A framework for analysis 46 3.1 Summary of Dreyfus' Model of Skills Acquisition 50 3.2The domain of teachers' professional knowledge 54 3.3Modal sequences of the teacher career cycle: A schematicmodel 59 3.4Dynamics of the teacher career cycle 63 3.5Interrelated dimensions of teacher development 67 4.1 School management cultures 79 4.2An effectiveness and improvement typology of schools 82 5.1The relationship between individual development planning,appraisal and school development planning 95 5.2Orientations and benefits of career-long professional development planning 104 5.3A teacher development record 107 6.1 A model of managementparticipant roles in school-based curriculum and professional development 129 7.1 System and individual needs andpurposes of INSET 136 7.2Learning new teaching skills 143 8.1 An in-service professional developmentprocess 161 8.2Researcher-consultant roles 170 9.1Open collective cycle 179 vi 8 Acknowledgments To the many children, young people, and teachers whom I have taught andfrom whom I have learned over the years. To Alison, Simon and Tim for allowing me thespace to write. To the colleagues who have read and produced feedbackon the drafts of this book, especially John Elliott, Andy Hargreaves, David Hopkins, and Judyth Sachs. To Michael Eraut for his special brand of critical friendship in this andother ventures over the years. To Tricia King for transforming difficult manuscript into cleancopy. To the teachers, headteachers and teacher educators who continueto commit their knowledge, skill and enthusiasm, often against the odds, to the education of chil- dren and young people. I am grateful to the following for permission to reproduce figures: Dr N. Hatton for Figure 2.1: Hatton and Smith (1995) 'Facilitating reflection:Issues and research', Forum of Education, 50, 1, April,pp. 49-65. Swets and Zeitlinger for Figure 2.2: Handal (1991) 'Promoting the articulationof tacit knowledge through the counselling of practitioners', in LETICHE,H.K., VAN DER WOLF, J.C. and PLOOIJ, F.X. (eds) The Practitioner's Power of Choice in Staff Development and In-Service Training, Amsterdam: Swets and Zeitlinger BV. Professor R. Burgess and Dr D. Ebbutt for Figure 2.3: adapted from Ebbutt (1985) `Educational action research: Some generalconcerns and specific quibbles', in BURGESS, R. (ed.) Issues in Educational Research: Qualitative Methods,London: Falmer Press, pp. 152-176. Teachers College, Columbia University for Figure 2.4: basedon Cochran Smith and Lytle (1996) 'Communities for teacher research: Fringeor forefront?' adapted by permission of the publisher from MCLAUGLIN, M.W. and OBERMAN,I. (eds) Teacher Learning: New Policies, New Practices, New York: TeachersCollege Press 0 1996 by Teachers College, Columbia University. All rights reserved. vii Acknowledgments Professor Michael Eraut for Figure 3.1 from Eraut (1994)Developing Professional Knowledge and Competence, London: Falmer Press,p. 124; and Figure 3.2 from Eraut (1996) Professional Knowledge in Teachers Education, Universityof Juensu, Bulletin of the Faculty of Education, 64,pp. 1-27. Teachers College, Columbia University for Figure 3.3: Huberman(1995) Reprinted by permission of the publisher fromGUSICEY,T.R. andHUBERMAN, M.(eds) Pro- fessional Development in Education: New Paradigms andPractices, New York: Teachers College Press © 1995 by Teachers College, Columbia University.All rights reserved. Allyn and Bacon for Figure 3.4: Fess ler and Christensen
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