Description - Teacher Learning for Educational Change by G. J. Hoban
This title presents a new mindset for teacher learning and educational change. When viewed from a conventional mechanistic paradigm, educational change is a linear step-by-step process that is supported by a simplistic approach to teacher learning. Although this approach often produces disappointing results, rarely is an alternative one proposed. What is new in this book is that educational change and teacher learning are viewed from a paradigm based on complexity theory, assuming that change is a nonlinear process that needs to be supported by a framework for long-term teacher learning. The central question of this book, therefore, is "What conditions will encourage the establishment of a framework for long-term teacher learning to support educational change?" To address this question, a systems thinking approach is used to draw together ideas from existing learning perspectives into a new theoretical framework called a Professional Learning System. This framework is not a formula, but a new mindset to help us understand the nonlinear dynamics of educational change and teacher learning.
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(90mm x 61mm x 7mm)
Open University Press
Publisher: Open University Press
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Author Biography - G. J. Hoban
Garry Hoban is a senior lecturer and the Science Education Coordinator for the Faculty of Education at the University of Wollongong, Australia. He was a high school science teacher for 14 years and a K-12 Science consultant before becoming a teacher educator. He completed his PhD at the University of British Columbia on teachers' professional learning in 1996. Jan Turbill is a senior lecturer in the Faculty of Education at the University of Wollongong and Rob Walker was an educational consultant in Information and Communication Technology in Christchurch, New Zealand.