Description
Significant professional development has become limited in the current organization of schools because social, political, cultural, and structural influences invade the professional context of teachers and can impede professional development. This book provides an opportunity to share teachers’ experiences surrounding the context of professional development, explore a collaborative model of professional development, and redefine professional development from teachers’ perspectives. Findings from this inquiry indicate that several changes must occur to enable teachers to assume a greater role in the professional development context: 1) A change in relations of power in the educational context, 2) A structural change in schools, teaching, and learning, 3) A change in the organizational schedule of the teaching day, and 4) A change towards teacher-generated learning for all teachers, both veteran teachers and future candidates. The analysis is especially useful for educators who support the new paradigm of professional development, which promotes collegial interaction, continuous learning, and building a community of teachers who are both learners and experts. Alicia Meno, Ed.D. and former Chicago Public School teacher, has served as professional development coordinator, curriculum designer, administrator, and teacher-librarian at schools in Latin America.
