Creating capacities: teachers' perceptions of professional development and the role of the university

Baguley, Margaret and Kerby, Martin (2012) Creating capacities: teachers' perceptions of professional development and the role of the university. In: Constructing capacities: building capabilities through learning and engagement. Cambridge Scholars Publishing, Newcastle Upon Tyne, United Kingdom, pp. 107-123. ISBN 1-4438-4179-X

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Abstract

Teachers’ views of professional development are increasingly problematised by two quite distinct and opposing perceptions. Although teachers recognise the value of continuing professional dialogue they are also disenchanted with what they see as irrelevant and ill-conceived efforts to bridge the divide between theory and their daily teacher practice in the classroom. A means of bridging this divide between the perceived ‘ivory tower’ (university) and the ‘chalkface’ (school) is to draw on the expertise of both in order to deliver mutually beneficial outcomes. The range of experience and expertise from educators in both the school and university sectors can be strategically utilised to provide targeted professional development opportunities. These can also be designed to maximise the logistical connection between teachers in training at university who undertake their practical experiences in schools during their program of study.

This chapter seeks to examine the potential for collaboration between the school and university sectors with a specific focus on the area of teacher expectations regarding professional development in order to enhance their capacities.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Chapter 6. c. Cambridge Scholars 2012.
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 04 Mar 2013 05:21
Last Modified: 24 Apr 2017 00:35
Uncontrolled Keywords: professional development, teachers, university, school, collaboration
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930299 Teaching and Instruction not elsewhere classified
URI: http://eprints.usq.edu.au/id/eprint/22829

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