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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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Bibliographic Details
Published in:Teaching and teacher education 1996, Vol.12 (2), p.119-135
Main Author: Benham, Maenette K.P.
Format: Article
Language:English
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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.
ISSN:0742-051X
1879-2480
DOI:10.1016/0742-051X(95)00026-G