unlocking research series

This fascinating and vital book seeks to challenge the effectiveness of current practices in professional development by urging educators to rethink professional learning for teachers and teaching assistants. It importantly brings together ideas about teacher professionalism and how to build creative and trusting cultures in which high expectations are not compromised. Throughout, teachers describe significant professional learning and growth, often through dynamic partnerships with others, that allows them to inspire imaginative possibilities; different and creative ways to ignite hope and opportunity for children. Four key themes guide the reader through the collection of chapters: professional capital, learning communities, teachers as researchers and subject-specific professional development. They explore the:

– Types of professional development approaches that support teachers to make meaningful changes within their practices.

– Conditions and school cultures that are needed for teachers to meaningfully prosper from professional development.

– Impact that unintended consequences of system accountability drivers and funding have on teachers’ experiences of professional development.

– Ways in which the development of curriculum and pedagogy can be integrated with models of professional development, particular in the creative arts.

Packed with innovative ideas and practical suggestions, this book highlights the importance of using research evidence to develop teachers’ practice in the realities of their own classrooms and schools. This will be a key read for teachers, school leaders, teaching assistants and student teachers.


Reimagining Professional Development in Schools

editors 

ELEANORE HARGREAVES & LUKE ROLLS

RELEASED

SEPTEMBER 2020

Chapter Resources

Professional Development resources to accompany chapters in the book.

Video Chapter Introduction

Professor Dame Alison Peacock DBE DL

Chapter 2: The Importance of ‘The Chartered College of Teaching’ A Professional Body, For the Future Identity and Status of Our Teachers



Chartered College of Teaching

Professor Dame Alison Peacock DBE DL

Chapter 2: The Importance of ‘The Chartered College of Teaching’ A Professional Body, For the Future Identity and Status of Our Teachers


Creative Professional Learning

Dr James Biddulph and Jodie Cariss

Chapter 12: Creative Ways of Learning: Using Therapeutic Arts to Inspire Professional Learning


Developing Singing 

Professor Doreen Rao and Jane Wheeler

Chapter 13: Becoming our Best PracticeProfessional Learning to Develop Singing and Musicianship


Supporting Teacher Wellbeing

Professor Jonathan Glazzard, Jane Stokoe and Samuel Stones

Chapter 14: Support and Teacher Wellbeing


Sample Chapter 

Dr Eleanore Hargreaves and Tim Scott

Chapter 7: Look No Further: Inquiring into Learning-Needs as Professional Development


A Reflective Tale

Afterword: Dr James Biddulph

‘Me and Frankie’: A practitioner’s reflections on working with a child with special educational needs.




Teacher Scheme for Educational Dialogue Analysis Pack (T-SEDA)

Dr Ruth Kershner, Kate Dowdall, Dr Sara Hennessy, Hannah Owen and Elisa Calcagni

Chapter 8: Teachers as ‘natural experimenters’ : Using T- SEDA to develop classroom dialogue


Teacher Scheme for Educational Dialogue Analysis Videos (T-SEDA)

Dr Ruth Kershner, Kate Dowdall, Dr Sara Hennessy, Hannah Owen and Elisa Calcagni

Chapter 8: Teachers as ‘natural experimenters’ : Using T- SEDA to develop classroom dialogue


Teaching a Song

Jane Wheeler and Ombetja Yehinga Organisation

Chapter 13: Becoming our Best PracticeProfessional Learning to Develop Singing and Musicianship


Editors

Eleanore Hargreaves

Reader, UCL Institute of Education

Dr Eleanore Hargreaves is Reader in Pedagogy and Learning at the UCL Institute of Education, London. Her key research area is investigating the experiences of children in classrooms and how schooling can become more learning friendly to support them.

Luke Rolls

Assistant Headteacher, University of Cambridge Primary School

Luke Rolls is an Assistant Headteacher at the University of Cambridge Primary School. His main area of interests are in developing curriculum, pedagogy and assesssment through high quality professional development as an entitlement for all educators.