Expansive Framing and Collaborative Professional Development

2021 ◽  
Author(s):  
Courtney Stephens ◽  
Victor R. Lee ◽  
Jody Clarke-Midura ◽  
Mimi Recker
Keyword(s):  
Professional Development ◽  
Collaborative Professional Development

Professional Mindset in Troubled Times

2021 ◽  
pp. 93-103
Author(s):  
Maria Antonietta Impedovo
Keyword(s):  
Professional Development ◽  
Epistemic Community ◽  
Professional Life ◽  
Epistemic Communities ◽  
Social Connections ◽  
Emotional Dimension ◽  
Collaborative Professional Development ◽  
Professional Transformation

Globally, COVID-19 has stressed social and personal tensions in professional life. This chapter focuses on the networked dimension to highlight the workers need for social connections. Some suggestions are proposed to implement an epistemic community to sustain creative and collaborative professional development in disruptive time. Two points are discussed to scaffold epistemic communities in the organisation: 1) the inter-professional dimension to embrace complex topic and 2) the emotional dimension as resources to embrace professional transformation.

Degrees of School Democracy: A Holistic Framework

2012 ◽  
Vol 22 (4) ◽  
pp. 707-732 ◽  
Author(s):  
Philip A. Woods ◽  
Glenys J. Woods
Keyword(s):  
Professional Development ◽  
Analytical Framework ◽  
Organizational Setting ◽  
School Communities ◽  
Working Together ◽  
Collaborative Professional Development ◽  
Holistic Conception ◽  
School Democracy

This article outlines an analytical framework that enables analysis of degrees of democracy in a school or other organizational setting. It is founded in a holistic conception of democracy, which is a model of working together that aspires to truth, goodness, and meaning and the participation of all. We suggest that the analytical framework can be used not only for research purposes but also to help enhance democratic professional participation. It is a resource for collaborative professional development by practitioners, offering a vehicle for school communities to reflect together on where they are as a school and where they would like to be.

scholarly journals Framing an Integrative Approach to the Education and Development of Teachers in Canada

2011 ◽  
Vol 45 (3) ◽  
pp. 555-578
Author(s):  
Thomas Falkenberg
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Integrated Approach ◽  
Learning To Teach ◽  
Integrative Approach ◽  
School Based ◽  
Course Work ◽  
Collaborative Professional Development ◽  
Education And Development

The education of teachers in Canada typically consists of a sequence of non-integrated and partially alternating phases: pre-service university-based course work, pre-service school-based practica, job-imbedded induction, professional development sessions. This article proposes an integrative approach to the education of teachers that links these different phases: Collaborative Professional Development Centres. The article draws on teacher education scholarship and research to articulate a number of assumptions about learning to teach and the purpose of teacher education, and then argues (a) that the traditional non-integrated approach to the education of teachers is incompatible with these assumptions, and (b) that these assumptions provide an excellent framework for the idea of Collaborative Professional Development Centres.

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