In movements of educational reform across the world, educators are forging new roles, identities and relationships. Leadership is of course vital, but needs to be rooted in a capacity for learning. This volume responds to some of the tensions and paradoxes typically associated with educational reform, presenting a critical discourse on teachers as learners. Contributing authors highlight a range of culturally related challenges that teachers should not face in isolation. Sustainable teachers' learning ideally requires a collective engagement to turn challenges into opportunities in the quest for meaningful professional development. This book offers a vision of a ..

In the worldwide movements of educational reform, educators are forging new roles, identities and relationships. Leadership is vital, but must be rooted in the capacity for learning. This volume responds to the tensions and paradoxes brought by educational reforms, presenting a critical discourse on teachers as learners. The contributions bring an array of cultural settings and methodological orientations, and reveal contextual burdens that teachers should not carry in isolation. Teachers' learning demands collective engagement to turn challenges into opportunities in a sustainable quest for higher goals. The discourse concludes with a vision for a new relations ..

This is a collaborative product from a series of workshops for teacher educators who supervise the teaching practicum of student teachers. Through the open interflow of experiences, the authors of the chapters reached further understanding of the intentions and the impact of their supervisory practice on student teachers' learning. The book is intended for teacher educators, senior teachers and principals in schools who are involved in induction of new teachers or staff development. Though the issues discussed are situated in the Hong Kong setting, the underlying themes are of general relevance to all who are concerned with the professional development of teache ..

This document is presented on the basis of an action project funded by the University Grants Committee's Action Learning Project. As the primary readers are student teachers, it is written in an interactive style as a professional discourse. It aims to activate peer support as a culture in teacher education by preparing student teachers to adopt a peer coaching system in the teaching practicum. It focuses on the promotion of reflectivity and action learning by helping student teachers to develop skills in rapport-building classroom observation and conferencing with each other, as teacher and as peer coach. The philosophy and skills under discussion are relevant ..