Cultivating teachers’ beliefs, knowledge and skills for leading change in schools

Carrington, Suzanne B., Deppeler, Joanne, & Moss, Julianne (2010) Cultivating teachers’ beliefs, knowledge and skills for leading change in schools. Australian Journal of Teacher Education, 35(1), pp. 1-13.

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Abstract

Australian policy initiatives and state curriculum reform efforts affirm a commitment to address student disengagement through the development of inclusive school environments, curriculum, and pedagogy. This paper, drawing on critical social theory, describes three Australian projects that support the cultivation of teachers’ beliefs, knowledge and skills for critical reflection and leading change in schools. The first project reports on the valued ethics that emerged in pre-service teacher reflections about a Service-learning Program at a university in Queensland. The second project reports on a school-based collaborative inquiry approach to professional development with a focus on literacy practices. The final project reports on an initiative in another university in Victoria, to operationalise pedagogical change and curriculum renewal in Victoria, through the Principles of Learning and Teaching (PoLT). These case studies illustrate how critical reflection and development of beliefs, knowledge and skills can be acquired to better meet the needs of schools.

Impact and interest:

13 citations in Scopus
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126 since deposited on 29 Jun 2010
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ID Code: 32963
Item Type: Journal Article
Refereed: Yes
Additional URLs:
ISSN: 0313-5373
Divisions: Current > Research Centres > Office of Education Research
Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2010 Social Science Press
Deposited On: 29 Jun 2010 21:33
Last Modified: 25 Mar 2013 08:21

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