The introduction of Chartered Teacher status in Scotland has created the need for a text that helps teachers to undertake the practice-based elements of that Standard. Aspiring Chartered Teachers also need materials that support them in making sense of the requirement to display professional influence and contribute to their profession. The editors and contributors to this volume provide theoretical and practical tools to enable teachers to develop their classroom practice within the current context of Scottish education - where improving teaching and learning is no longer simply construed as an individual endeavour. The focus is on the development of evidence-informed practice through the use of reflexive and enquiry based approaches to improving the learning of pupils in schools.The book draws on the work of teachers both in their own classrooms and also as members of collaborative professional enquiry groups. The book is intended for teachers, Continuing Professional Development providers, including school leaders and managers, and those academics interested in the professional development of experienced practitioners. Its purpose is to provide teachers with an overview of both the processes and the experience of developing the practice of teaching which is both theoretically sound and practicable. Since it is focused on transforming the classroom practice of teachers as a basis for improving school performance this book will have an international appeal in all countries where the development and recognition of 'expert teachers' is a priority.
Table of Contents:
Series Editors' Introduction. Acknowledgements. Editors and Contributors. 1. Teacher professionalism in Scotland post-devolution ( Alison Fox, University of Stirling and Jenny Reeves, University of Stirling); 2. Creating contexts for practice-based learning (Mike Carroll, University of Glasgow, Sheila Smith, National CPD team, and Claire Whewell, University of Stirling); 3. Undertaking professional enquiries (Yvonne Buchanan, South Ayrshire, and Morag Redford, University of Stirling); 4. Improving classroom practice ( Sheena Dunlop, North Ayrshire, Alan Massey, West Lothian, and Caroline Scott, North Ayrshire); 5. Collaborating to improve learning and teaching (Valerie Drew, University of Stirling, Alison Fox and Mary McBride, Edinburgh); 6. Developing excellence in teaching: redefining professional enquiry (John I'Anson, University of Stirling, Jenny Reeves and Claire Whewell. References. Index.
About the Author :
Jenny Reeves and Alison Fox, are both members of the tutor team for the Chartered Teacher programme at the University of Stirling. This book is based on the work of students who have become Chartered Teachers, the experiences of the tutor team and of one of the co-ordinators for CPD in a partner local authority.
Review :
'The key ideas put forward in Practice-based Learning are well argued and presented for the reader. The volume would be a worthy addition to the shelves of teachers and teacher educators.' Journal of Educational Administration and History
