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Cultivating teachers' knowledge and skills for leading change in schools

Carrington, Suzanne, Deppeler, Joanne and Moss, Julianne 2010, Cultivating teachers' knowledge and skills for leading change in schools, Australian journal of teacher education, vol. 35, no. 1, pp. 1-13.

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Title Cultivating teachers' knowledge and skills for leading change in schools
Author(s) Carrington, Suzanne
Deppeler, Joanne
Moss, Julianne
Journal name Australian journal of teacher education
Volume number 35
Issue number 1
Start page 1
End page 13
Total pages 13
Publisher Social Science Press
Place of publication Katoomba, N.S.W.
Publication date 2010
ISSN 1835-517X
0313-5373
Summary Australian policy initiatives and state curriculum reform efforts affirm a commitment to address student disengagement through the development of inclusive school environments, curriculum, and pedagogy. This paper, drawing on critical social theory, describes three Australian projects that support the cultivation of teachers’ beliefs, knowledge and skills for critical reflection and leading change in schools. The first project reports on the valued ethics that emerged in pre-service teacher reflections about a Service-learning Program at a university in Queensland. The second project reports on a school-based collaborative inquiry approach to professional development with a focus on literacy practices. The final project reports on an initiative in another university in Victoria, to operationalise pedagogical change and curriculum renewal in Victoria, through the Principles of Learning and Teaching (PoLT). These case studies illustrate how critical reflection and development of beliefs, knowledge and skills can be acquired to better meet the needs of schools.
Notes Reproduced with the kind permission of the copyright owner.
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2010, Social Science Press
Persistent URL http://hdl.handle.net/10536/DRO/DU:30034092

Document type: Journal Article
Collections: School of Education
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