University of Southern Queensland ePrints (University of Southern Queensland) · 2007 · 76 citations · 0 references
EducationTeacher EducationTeachingCommunities Of PracticeEducation ReformPedagogyPower In SchoolsProfessional Identity DevelopmentProfessional Learning CommunitiesReflective PracticeTeacher Professional DevelopmentTransformative LearningEducational TransformationPractice-based Professional DevelopmentPractice-based Teacher EducationProfessional FormationProfessional RelationshipsSchool AchievementStudent Learning OutcomesTeacher Reflective Practice
This chapter reports on the experiences of Australian schools engaging with a process of school-wide revitalization known as IDEAS (Innovative Designs for Enhancing Achievement in Schools) (Crowther et al. 2002a) which centers on the work of teachers. IDEAS engages teachers in sharing purpose and developing identity. Teachers engage in a process of professional enquiry that enables them, through language and metaphor, to create systems of meaning which impact on their classroom practice and professional relationships. The professional capacity of teachers to improve school outcomes (such as student learning, relationships with the community, and the coherence of school operation) is enhanced.