Leading teachers’ professional learning

Leadership and Learning

Volumn , Issue , 2011, Pages 118-130

  Timperley, Helen ^a  

^a UNIVERSITY OF AUCKLAND   (New Zealand)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84919768336     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4135/9781446288931.n9     Document Type: Chapter

References (25)

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2. This book provides a strong theoretical basis about how people learn that underpins many of the ideas in this chapter. Although the book focuses on student learning, the processes of how people learn are similar, whether school leaders, teachers or students. Learning involves the engagement of preconceptions about how the world works, the development of a deep foundation of factual knowledge that is organized in cognitive frameworks, and the promotion of metacognitive processes that allow learners to take control of their own learning.
3. Timperley, H. and Parr, J. (2009) Chain of influence from policy to practice in the New Zealand Literacy Strategy, Research Papers in Education, 24(2): 135-54. doi: 10. 1080/02671520902867077 http://dx. doi. org/10. 1080/02671520902867077.
4. This paper focuses on leadership at all levels of the system (from government agencies to teachers) that need to be attended to for systemic learning to take place. In our education systems, considerable emphasis has been placed on teachers making a difference, but for teachers to learn they need the environments in which they work to promote their learning. The paper places teacher learning within this wider system, drawing on the Literacy Professional Development Project as case material.
5. Bransford, J., Derry, S., Berliner, D. and Hammerness, K. (2005) Theories of learning and their roles in teaching, in L. Darling-Hammond and J. Bransford (eds), Preparing Teachers for a Changing World. San Francisco, CA: John Wiley & Sons. pp. 40-87.
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17. O'Connell, P., Timperley, H., Parr, J. and Meissel, K. (2008) Is sustainability of educational reform an article of faith or can it be deliberately crafted?, paper presented at, the British Educational Research Association Conference, Edinburgh, 3-6 September.
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22. Timperley, H. S. and Alton-Lee, A. (2008) Reframing teacher professional learning: an alternative policy approach to strengthening valued outcomes for diverse learners, in G. Kelly, A. Luke and J. Green (eds), Disciplines, knowledge and pedagogy, Review of Research in Education, Vol. 32. Washington, DC: Sage.
23. Timperley, H. and Parr, J. (2009) Chain of influence from policy to practice in the New Zealand Literacy Strategy, Research Papers in Education, 24(2): 135-54. doi: 10. 1080/02671520902867077 http://dx. doi. org/10. 1080/02671520902867077.
24. Timperley, H., Wilson, A., Barrar, H. and Fung, I. (2008) Best evidence synthesis on professional learning and development, report to the Ministry of Education, Wellington, New Zealand.
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