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Connecting Genuine Teacher Development to the Struggle for Social Justice. Issue Paper 92-1 [microform] / Kenneth M. Zeichner
Bib ID 5543512
Format BookBook, MicroformMicroform, OnlineOnline
Author
Zeichner, Kenneth M
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1992 
24 p. 
Summary

This paper addresses education reform efforts, specifically the need to improve schooling by improving the status, power, and working conditions of teachers through professional development programs. Two issues which continue to undermine the authenticity and social value of efforts to promote teacher development are addressed: (1) underneath the rhetoric of many current efforts to empower teachers to take control of their own professional development is a reality in which teachers remain extremely limited in the scope of their power to influence the conditions of their work; and (2) even when efforts to promote teacher development and reflective teaching are not illusory, teacher development often becomes an end in itself unconnected to broader questions about education in a democratic society. Teacher development needs to be genuine, connected to the promotion of equity and social justice, a means toward the education of everyone's children, and supportive of teachers' efforts to reflect on and change the practices and social conditions which undermine and distort the educational potential and moral basis of schooling in democratic societies. Forty-two references are included. (LL)

Notes

Availability: National Center for Research on Teacher Learning, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($6.05).

Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Educational Improvement.  |  Elementary Education.  |  Excellence in Education.  |  Faculty Development.  |  Higher Education.  |  Inservice Teacher Education.  |  Preservice Teacher Education.  |  Program Improvement.  |  Reflective Teaching.  |  Social Change.  |  Teacher Researchers.  |  Theory Practice Relationship.  |  Reform Efforts Social Justice
Form/genre Opinion Papers.
Other authors/contributors National Center for Research on Teacher Learning, East Lansing, MI
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