Catholic School Faculty as an Adult Learning Community: A Model for Children

Abstract

Educational leaders have historically expressed belief in the importance of teacher development. They have, however, largely failed to view professional development activity as a process that lies at the veiy heart of efforts to create a community of learners. This article reviews the author s experiences with a Catholic eletnentary school faculty as that faculty journeyed toward becoming a learning community characterized by sustained inquin, collective problem solving, and shared decision making. Implications for practice are considered.

Aboriginal Educational Policy in Ontario (Canada): Professional and Moral Implications for Catholic Teachers

“…Some researchers identify the inner life of the teacher as having direct bearing upon their practice and effectiveness (Dadds, 1997;Mills et al, 2004). For Catholic teachers, the fact that their loyalty to the moral objectives of Catholic schools is complemented in the professional culture of their schools serves to affirm their sense of vocation to the profession (Hackney, 1998;Moore, 2000). However, Catholic teachers' moral agency and commitment to the vocation of teaching is, according to some, limited by Ontario educational policy and the strict language of curricular structures and heightened public accountability (Schweisfurth, 2006).…”