Über den Autor
Edward P. Fiszer is principal at Pinetree Community School in Canyon Country, California.
Chapter 1 Preface to Chapters 5, 6, and 7: Lessons from Teachers Chapter 2 Introduction: Why Is Ongoing Professional Development Necessary? or Are You an Educational Lewis and Clark? Chapter 3 1 How Do Teachers Learn Best? Chapter 4 2 Traditional Professional Development Chapter 5 3 A Collaborative Culture Chapter 6 4 Emphasis on Teachers as Reflective Practitioners Chapter 7 5 Peer Observation Chapter 8 6 Reflective Dialogue Chapter 9 7 Feedback Chapter 10 8 How to Improve Teacher Learning Environments Chapter 11 9 Practical Recommendations to Improve Teacher Learning Chapter 12 Epilogue Chapter 13 Appendix A: Contrasting the Old with the New Chapter 14 Appendix B: Notes Regarding Year-Round Calendars Chapter 15 References Chapter 16 Suggested Readings Chapter 17 Index Chapter 18 About the Author
This book reveals whether or not teachers believe professional development components such as reflective dialogue and peer observation can positively impact their teaching. The literature emphasizes a laboratory-type setting where teachers recognize their environment as learning enriched rather than learning impoverished. It provides an excellent starting point for the shift in structure from one-shot, atheorectical, passive professional development sessions to sustained, proactive, theory-based activities that are part of a culture of ongoing professional development.