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The teacher (Where teachers are (Lortie's classic study: School…
The teacher
Where teachers are
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The new turnaround policies have produced agony and temporary improvement, but have failed to create lasting solutions for the students and teachers in failing schools.
There is a lot of pressure that demotivates, and that is not achieving good results.
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Rosenholts found that isolation and uncertainty are associated with settings where teachers are able to learn little from colleges and therefore are not in a strong position to experiment and improve.
Intensification of work:
Leeds to reduce time for relaxation
Leads to lack of time to retools one's skills and keep up with one's field.
Create chronics and persistant overload.
Leads to reduction in the quality of service.
It all leads to the erosion of the profession
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Enter change:
If teaching becomes neither terribly interesting nor exiting to many teachers, how can one expect them to make learning exciting to students?
Collegiality of teachers measured by the frequence of communication, mutual support, help, and so forth is a strong indicator of implementation success.
PLC make teachers to have a better communication and trust, and they become more commited with Ss. learning because of the results achieved.
Three paterns of teaching practice:
1.- Enacting traditions of practice
2.- Lowering expectations and standards
3.- Innovating to engage learners
Collaboration is powerful, which means it can be powerfully good or bad.
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Whe should encourage professional capitals:
Human capital (quslity of the individual)
Social capital(Quality of the group)
Decision capital(quality of the decision making)
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Educational change depends on what teachers do and think, classrooms and schools become effective when:
1.- Quality people are recruited to teaching
2.- The workplace is organized to energyze teachers and rewards accomplishments.