Professional development in practicum settings: Reflective practice under scrutiny

This study explored the applicability of Donald Schön's notion of reflective practice for student teachers in practicum settings. The research was guided by three questions: What do student teachers reflect upon?, What precipitates reflection?, and What factors enhance or constrain reflection? Detailed case studies of four science student teachers on a 13-week practicum were constructed. Fifteen reflective themes were documented across the four cases, and it was possible to identify up to four precipitants for each theme. In all, 47 factors were documented that either enhanced or constrained reflection. The paper concludes by suggesting four strategies for promoting student teacher reflection and two refinements to Schön's conception of reflective practice for use in practicum settings.     

Taking up the challenge of evidencing value in educational development: from theory to practice

Measurable targets, key performance indicators, value for money – whatever we may think of the ‘impact agenda’, it looks like it is here to stay. Are we trapped in a positivist, new managerialist spiral of demonstrating the value of our work, or can we take the lead in reframing the discourse on how educational development proves its worth? This paper suggests that how we gather and present evidence is currently not fit for the purpose of demonstrating the value of educational development to our institutions. The paper argues that reconceptualising ‘impact’ as ‘evidencing value’ could release us from inadequate or instrumental approaches to evaluation. Evidencing does involve measuring and evaluating, but it also acknowledges the role of judgement, experience, and contextual knowledge in determining what needs to be evaluated, and how. It allows us to reconfigure what can legitimately be included in our heterogeneous mix of evaluation data. Examples of frameworks which might support us in evidencing value are offered.     

A systemic approach to professional development: learning as practice

This paper disturbs assumptions that policy for secondary school teachers’ continuing professional development should be dominated by courses, workshops and suchlike events. Research into learning, communities of practice and complexity establishes a contrary view, namely that subject departments are prime sites of non-predictable professional learning. Practical implications are sketched, leading to a recommendation that continuing professional development policies and practices should be systemically reconsidered.     

A challenge to traditional theory: Critical race theory,African-American community organizers,and education

The following article, through the tenets of critical race theory, seeks to investigate the relationship between theory and practice in school–community relationships. By investigating the views, values, and perceptions of three African-American community organizers in Chicago, Illinois, the following account offers a “challenge” to traditional theoretical constructs in addressing the needs of students of color in urban schools. The work of community organizers in schools highlights the necessity of viable relationships between schools and communities in the execution of viable approaches to critically analyze the world of young people while developing practical approaches to address their realities. In an attempt to challenge hegemony in public education the author offers critical race theory as a feasible construct in praxis development.     

Professional Ethics in Teaching: Towards the development of a code of practice

This article provides a theoretical discussion of the process of developing a professional code of ethics for teachers. Two underlying assumptions pervade the article. Firstly, that increased awareness of the ethical dimensions and responsibilities of teaching is essential for both enhanced professionalism and, more significantly, improved practice. Secondly, that while a code of ethics may not advance the ultimate route to such awareness, it should be able to contribute broadly and positively to a deeper examination of ethics in teaching as long as its limitations are recognised and acknowledged. Six key issues and questions that highlight the complexities that those involved in the development of a code of professional ethics should address are discussed. While this article intends to provoke thoughts relevant to any organisation grappling with its own ethical code, its primary context is the Ontario College of Teachers (Ontario, Canada), whose work in this area is newly emerging.     

Professional development models and transformative change: A case study of indicators of effective practice in higher education

Unrelenting and radical change in universities over the past two decades has increased pressure on all groups of staff to clarify and adapt their roles to accommodate transformation within the sector. The challenge for professional developers is to understand and develop roles that effectively meet the diverse needs of key employee groups who are negotiating this massive change and, as a consequence, experiencing role conflict and ambiguity. Studies over the past 10 to 15 years have attempted to define models of effective professional development practice, but there is limited research on effectiveness indicators of professional developer roles in large-scale change. The research reported here addresses this gap. The paper presents a case study in which ten academic and general staff members developed a profile of indicators of an effective professional developer role in transformative change, and raises questions about the theoretical foundation and practice of professional development in higher education.     

Restenosis: A challenge to angioplasty

Fatty deposits clog the coronary arteries blocking blood flow to the heart muscles. This leads to coronary artery diseases. The therapeutic approach is to either provide a by-pass or clear the block by a procedure called angioplasty. However, angioplasty has a high rate of restenosisrenarrowing of the artery in due course. Scientists are looking at various options to prevent restenosis. Application of ionising radiation to the site of angioplasty is one such option.     

Professional development to promote schoolwide inquiry

This study explores the extent of teacher inquiry, and how professional development can promote schoolwide inquiry, in seven urban elementary schools in the US. The regular and systematic inquiry present in two of the schools is highlighted. The schools’ organizational contexts that facilitate inquiry are also considered. As a key element of professional community, the ways in which inquiry contributes to, and interacts with, other aspects of teacher community are examined. The author also reflects on the issue of strict or flexible community boundaries and how inquiry can help to keep a school's faculty focused yet dynamic, as well as open to dissent and change.     

Professional development of principals: A path to effective secondary school administration in Nigeria

Abstract

The article examines the professional development of secondary school principals in Nigeria. Drawing from vast review of literature on professional development and appointment of school principals in other countries, the article canvasses the position that secondary schools in Nigeria should be administered by skilled personnel who have the appropriate training and competencies for school management and leadership, rather than the present practice of using years of teaching experience as a major yardstick for the appointment of principals. It advocates systematic professional development programmes for prospective and practicing school principals, and concludes that professional development of principals is a means to maintain and enhance the effectiveness of secondary school administration in Nigeria.     

Improving commitment to basic education for the minorities in Botswana: A challenge for policy and practice

This paper is part of a study that assessed the level of commitment of primary schools of remote area dwellers (RADs) to basic education between October 2004 and April 2005. The research question focused on the level of commitment of schools to universal basic education, school–community partnership in school governance and parental involvement in the way the curriculum was delivered. Questionnaire and interviews were used. The results show a significant relationship between teachers’ perceptions and variables such as district, qualifications, age, location, and experience. There is consistency between teachers’ perceptions and children's academic performance. It has been found that learner achievement in RADs schools is low and that parents are not actively involved in their children's education due to the policy environment and school management practices.     

Professional development: a key to Kentucky's educational reform effort

Despite its essential role in educational reform, professional development typically does not receive adequate support in systemic reform efforts. This article presents an exception—a state that incorporated professional development as a central priority in its reform effort and four schools that used state resources to build their capacity for enacting the reform agenda. We describe central features of Kentucky's approach to professional development, characterize elements of professional development within the four schools, and discuss how these elements promoted three dimensions of school capacity: individual teachers’ knowledge, skills, and dispositions; professional community; and program coherence. Based on this “image of the possible,” we offer recommendations for professional development that supports systemic, standards-based educational reform.