Responding to learner diversity: student views as a catalyst for powerful teacher development?
Responding to learner diversity: student views as a catalyst for powerful teacher development?
Increasing diversity in schools means that teachers need more effective forms of professional development to address the challenges they face. Drawing on findings from a three-year study in three European countries, this paper presents a new way of thinking about what this should involve. What differentiates the proposed model is that it emphasises the views of students themselves, something that has previously been largely absent from teacher professional development literature. Through the use of illustrative examples, the paper shows how this factor can act as a catalyst for the development of new thinking and practices in response to learner differences.
professional development, collaboration, diversity, teacher student relationship, student voices
246-255
Messiou, K.
6b3cb19d-a4de-4380-9326-80167b2dda7c
Ainscow, M.
e9ba0e5b-7e05-480b-aca1-d955e354934d
October 2015
Messiou, K.
6b3cb19d-a4de-4380-9326-80167b2dda7c
Ainscow, M.
e9ba0e5b-7e05-480b-aca1-d955e354934d
Messiou, K. and Ainscow, M.
(2015)
Responding to learner diversity: student views as a catalyst for powerful teacher development?
Teaching and Teacher Education, 51, .
(doi:10.1016/j.tate.2015.07.002).
Abstract
Increasing diversity in schools means that teachers need more effective forms of professional development to address the challenges they face. Drawing on findings from a three-year study in three European countries, this paper presents a new way of thinking about what this should involve. What differentiates the proposed model is that it emphasises the views of students themselves, something that has previously been largely absent from teacher professional development literature. Through the use of illustrative examples, the paper shows how this factor can act as a catalyst for the development of new thinking and practices in response to learner differences.
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Accepted/In Press date: 7 July 2015
e-pub ahead of print date: 14 August 2015
Published date: October 2015
Keywords:
professional development, collaboration, diversity, teacher student relationship, student voices
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Local EPrints ID: 386047
URI: http://eprints.soton.ac.uk/id/eprint/386047
ISSN: 0742-051X
PURE UUID: 04d84d10-515b-46aa-9679-3f72cb45f011
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Date deposited: 27 Jan 2016 15:14
Last modified: 15 Mar 2024 03:45
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Author:
M. Ainscow
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