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The practitioner-scholars' view of school change: A case-based approach to teaching and learning
This paper contends that a course in school change must tap into the lived experiences of practitioners; thereby arguing for a cased-based learning experience in which practitioners reflect critically on their own practice and develop a sound rationale for change. Placing the practitioner's “ow...
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Published in: | Teaching and teacher education 1996, Vol.12 (2), p.119-135 |
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Main Author: | |
Format: | Article |
Language: | English |
Subjects: | |
Citations: | Items that this one cites Items that cite this one |
Online Access: | Get full text |
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Summary: | This paper contends that a course in school change must tap into the lived experiences of practitioners; thereby arguing for a cased-based learning experience in which practitioners reflect critically on their own practice and develop a sound rationale for change. Placing the practitioner's “own” stories at the center of this experience revealed many compelling themes. Three that are addressed in this article include: (1) that the change process address loss, gain, and healing; (2) that change be committed to a vision that benefits
all children; and (3) that commitment, community, and communication are key aspects of a change process that is led by a champion. |
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ISSN: | 0742-051X 1879-2480 |
DOI: | 10.1016/0742-051X(95)00026-G |