Transformative learning through open listening: a professional development experience with urban high school teachers

2007 ◽  
Vol 1 (2) ◽  
pp. 115-123 ◽  
Author(s):  
Elizabeth Meadows
Keyword(s):  
Professional Development ◽  
High School ◽  
Transformative Learning ◽  
High School Teachers ◽  
Urban High School ◽  
School Teachers ◽  
Development Experience

Scientists' Perspective on Introducing Authentic Inquiry to High School Teachers During an Intensive Three-Week Summer Professional Development Experience

2009 ◽  
Vol 109 (3) ◽  
pp. 162-174 ◽  
Author(s):  
Laura E. Ruebush ◽  
Ethan L. Grossman ◽  
Stephen A. Miller ◽  
Simon W. North ◽  
Jane F. Schielack ◽  
...  
Keyword(s):  
Professional Development ◽  
High School ◽  
High School Teachers ◽  
School Teachers ◽  
Authentic Inquiry ◽  
Development Experience

scholarly journals Co-design for Curriculum Planning: A Model for Professional Development for High School Teachers

2019 ◽  
Vol 44 (7) ◽  
pp. 84-107 ◽  
Author(s):  
Nick Kelly ◽  
◽  
Natalie Wright ◽  
Les Dawes ◽  
Jeremy Kerr ◽  
...  
Keyword(s):  
Professional Development ◽  
High School ◽  
High School Teachers ◽  
Curriculum Planning ◽  
School Teachers

scholarly journals Teachers are Deprofessionalized when Control of the Curriculum is Taken away from them: Discuss in Relation to High School Teachers in China

2021 ◽  
Vol 4 (4) ◽  
pp. 35
Author(s):  
Dan Cheng
Keyword(s):  
Professional Development ◽  
High School ◽  
Curriculum Development ◽  
High School Teachers ◽  
Teacher Autonomy ◽  
Analysis Approach ◽  
Literature Analysis ◽  
Negative Effects ◽  
School Teachers ◽  
Current Curriculum

In this paper, the writer will use a literature analysis approach to explore the issue of teacher autonomy and professionalism in both centralized and decentralized curriculum models. Through literature analysis, the paper argues that centralized and decentralized curricula each have their own positive and negative effects on teachers' autonomy and professional development. Under the current curriculum model in China, teachers' autonomy and professionalism in curriculum development are both enhanced and limited to some extent. Based on the analysis of the literature, this paper will propose recommendations for enhancing Chinese high school teachers' autonomy and professionalism in curriculum development.

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