Understanding self as a leader: emotional leadership and what it means for practice
In: Journal of educational administration & history, Volume 53, Issue 2, p. 132-143
ISSN: 1478-7431
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In: Journal of educational administration & history, Volume 53, Issue 2, p. 132-143
ISSN: 1478-7431
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Volume 43, Issue 1, p. 118-141
ISSN: 1467-873X
In: Reflective practice, Volume 7, Issue 1, p. 43-53
ISSN: 1470-1103
In: Handbook of Teacher Education, p. 585-596
In: Reflective practice, Volume 10, Issue 2, p. 205-217
ISSN: 1470-1103
In: Professional Learning 11
Scientific literacy is generally valued and acknowledged among educators as a desirable student learning outcome. However, what scientific literacy really means in terms of classroom practice and student learning is debatable due to the inherent complexity of the term and varying expectations of what it means for learning outcomes. To date the teacher voice has been noticeably absent from this debate even though the very nature of teacher expertise lies at the heart of the processes which shape students{u2019} scientific literacy. The chapters that comprise this book tap into the expertise of a group of primary teachers from Our Lady of Good Counsel (OLGC), a primary school that chose to actively engage in teaching for scientific literacy. By analyzing the insights and thinking that emerged as they attempted to unravel some of the pedagogical complexities associated with constructing an understanding of scientific literacy in their own classrooms, these teachers demonstrate the professional knowledge and skill inherent in the expertise of teaching and learning science in a primary classroom. The chapters in this book illustrate the processes and structures that were created at OGLC to provide the conditions that allowed these teachers to explore and build on the range of ideas that informed their approach to teaching for scientific literacy. This book is a compelling example of how a whole school approach to scientific literacy can make a difference for students{u2019} learning of science and offer a concrete example of the development of professional knowledge and practice of teachers
In: Qualitative report: an online journal dedicated to qualitative research and critical inquiry
ISSN: 1052-0147
This paper explores the development of three pre-service science teacher educators' understandings of some critical incidents in their development of science teachers that has impacted on the manner in which they teach about teaching in a teacher preparation program. The study draws on self-study methodology by situating their reflection on practice within a critical discourse whereby reframing has been important in learning through a reconsideration from particular critical incidents in their high school science teaching experiences. The authors argue that through critical reflection on practice, as illustrated in this paper, that the beginnings of the articulation and documentation of a knowledge base of teaching about teaching might be initiated. They therefore offer some of their emerging views on what that knowledge base might encompass through some assertions of practice that they believe impact on their teaching about teaching.
In: Reflective practice, Volume 1, Issue 1, p. 69-89
ISSN: 1470-1103
Although codes of conduct and ethics provide guidance, professionals have to exercise their own judgement in increasingly complex and demanding roles and work contexts when applying them to practice. At times, this can lead to conflict between personal, professional and interprofessional ethics due to the dynamics of the person-centred environment they function in. This interdisciplinary book draws on the perspectives of 40 authors from four continents to explore the dynamics of ethical dilemmas using theory, research and practice-based examples. Overall, the book will help to spearhead the debate about these ethical dilemmas, and ways of working with them, in an informed manner. It will make ideal reading for students, academics and professionals
Although codes of conduct and ethics provide guidance, professionals have to exercise their own judgement in increasingly complex and demanding roles and work contexts when applying them to practice. At times, this can lead to conflict between personal, professional and interprofessional ethics due to the dynamics of the person-centred environment they function in. This interdisciplinary book draws on the perspectives of 40 authors from four continents to explore the dynamics of ethical dilemmas using theory, research and practice-based examples. Overall, the book will help to spearhead the debate about these ethical dilemmas, and ways of working with them, in an informed manner. It will make ideal reading for students, academics and professionals