Teachers' Professional Development in a Climate of Educational Reform
Abstract
This essay posits a problem of fit among five streams of reform and prevailing configurations of teachers’ professional development. It argues that the dominant training-and-coaching model—focused on expanding an individual repertoire of well-defined classroom practice—is not adequate to the conceptions or requirements of teaching embedded in present reform initiatives. Subject matter collaboratives and other emerging alternatives are found to embody six principles that stand up to the complexity of reforms in subject matter teaching, equity, assessment, school organization, and the professionalization of teaching. The principles form criteria for assessing professional development policies and practices.
Cite this
Judith Warren Little (1993). Teachers' Professional Development in a Climate of Educational Reform. Educational Evaluation and Policy Analysis. https://doi.org/10.2307/1164418
@article{warren1993teachers,
title = {Teachers' Professional Development in a Climate of Educational Reform},
author = {Little, Judith Warren},
year = {1993},
journal = {Educational Evaluation and Policy Analysis},
doi = {10.2307/1164418}
}Citations in this library
Stored only when both papers are in the corpus — 1,407 citations exist upstream.