Improving the Quality of Teaching and Learning: A Teacher-as-learner-centred Approach

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dc.contributor.author Buchanan, JD
dc.date.accessioned 2014-04-03T01:25:04Z
dc.date.issued 2012-01
dc.identifier.citation International Journal of Learning, 2012, 18 (10), pp. 345 - 356
dc.identifier.issn 1447-9494
dc.identifier.other C1 en_US
dc.identifier.uri http://hdl.handle.net/10453/23268
dc.description.abstract Much of what is called quality management is imposed on teachers from above. This paper adopts the argument that if we accept the mantra of student-centred learning (however we might define that), we should be willing to apply it to teacher professional development, assuming the needs and existing expertise of the teacher to be central to the process. In short, such an approach seems to ignore what many believe to be central to effective learning, in this case, professional learning. Much current teacher professional development is imposed on teachers, with little acknowledgement of the expertise, experience and professional knowledge they bring to their work. Such is likely to undermine teacher confidence and leave teachers feeling disempowered, which would appear to be contrary to an enhancement of their work. The paper proposes some elements of teacher professional development that are designed to build community among teachers, and to provide a safe forum in which they can experiment and take risks
dc.publisher Common Ground Publishing
dc.subject Professional Learning Teacher Professional Development Teaching and Teacher Quality
dc.subject Professional Learning Teacher Professional Development Teaching and Teacher Quality
dc.title Improving the Quality of Teaching and Learning: A Teacher-as-learner-centred Approach
dc.type Journal Article
dc.parent International Journal of Learning
dc.journal.volume 10
dc.journal.volume 18
dc.journal.number 10 en_US
dc.publocation UK en_US
dc.identifier.startpage 345 en_US
dc.identifier.endpage 356 en_US
dc.cauo.name FASS.Faculty of Arts and Social Sciences en_US
dc.conference Verified OK en_US
dc.for 1302 Curriculum and Pedagogy
dc.personcode 010726 en_US
dc.percentage 100 en_US
dc.classification.name Curriculum and Pedagogy en_US
dc.classification.type FOR-08 en_US
dc.edition en_US
dc.custom en_US
dc.date.activity en_US
dc.location.activity en_US
dc.description.keywords Professional Learning Teacher Professional Development Teaching and Teacher Quality en_US
dc.description.keywords Professional Learning Teacher Professional Development Teaching and Teacher Quality
dc.staffid 010726 en_US
pubs.embargo.period Not known
pubs.organisational-group /University of Technology Sydney
pubs.organisational-group /University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group /University of Technology Sydney/Strength - Research in Learning and Change


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