Cultivating Teachers’ Beliefs, Knowledge and Skills for Leading Change in Schools

Carrington, Susan; Deppeler, Joanne Marie; Moss, Julianne

doi:10.14221/ajte.2010v35n1.1

Cited by 33 publications

(24 citation statements)

References 26 publications

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“…The purpose of this study is to present the experiences of early childhood teachers on their inclusive practice taking a leadership angle. The findings are interesting and contrary to most previous studies which found that teachers did not like inclusive practices because of lack of adequate professional preparation and inadequate support from school leaders (Armstrong, 2006;Carrington, Deppeler, & Moss, 2010). It appears that these teachers are working as leaders in their schools despite having some common barriers such as lack of time to plan, and inadequate resources to support their work.…”

Section: Discussion and Implicationcontrasting

confidence: 99%

“…Second, teachers who see themselves as leaders often develop positive perspectives about inclusive education and work across various boundaries (Liasidou & Antoniou, 2015;Ryan, 2006). On the contrary, teachers who see themselves as followers may adopt complaining attitudes about inclusive education if they felt challenged by their leaders (Carrington, Deppeler, & Moss, 2010). In this regard, policy on teacher education and professional development must prepare teachers as pedagogical leaders enabling them to work with, rather than over, the members of their school community (Blase & Anderson, 1995).…”

Section: Discussion and Implicationmentioning

confidence: 99%

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Inclusive Early Childhood Settings: Analyses of the Experiences of Thai Early Childhood Teachers

Klibthong¹,

Agbenyega²

2019

IES

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Findings from child development research support inclusive practice in early childhood education to enable full participation of all children in learning activities and build their core capabilities for life. However, the implementation of inclusive practices in early childhood is often constrained by boundary-crossing barriers. This paper reports a quantitative study that investigated and analysed the inclusive practice experiences of 344 pre-school teachers across the six regions of Thailand. The study identified positive experiences of inclusive practices linked to effective collaboration with minimal barriers related to time, increased workload and lack of resources to help teachers cater to the needs of all children. The findings offer direction for developing teachers as leaders to work effectively across professional boundaries so that Thailand can achieve the goals of inclusive education for all children.

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Section: Discussion and Implicationcontrasting

confidence: 99%

Section: Discussion and Implicationmentioning

confidence: 99%

Inclusive Early Childhood Settings: Analyses of the Experiences of Thai Early Childhood Teachers

Klibthong¹,

Agbenyega²

2019

IES

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“…But the lack of knowledge of oneself and of others makes teachers to be missing in action for some children . Good and quality teachers often know themselves as well as look beyond themselves to consider children in terms of spaces of difference, structuring learning environment, appropriate resources and school cultures that value all children (Carrington, Deppeler, & Moss, 2010). This study is based on this notion of looking beyond oneself as we engaged the preservice teachers to deconstruct themselves through this unit.…”

Section: Theorizing the Studymentioning

confidence: 99%

Transforming Selves for Inclusive Practice: Experiences of Early Childhood Preservice Teachers

Agbenyega

Klibthong

2012

AJTE

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“…Brühlmeier, 2010), the major indicators for describing teachers' learning are their knowledge, beliefs, and practice: There is an ample body of literature discussing the mutual relationship between any two of them (e.g. Da Ponte & Chapman, 2006;Liljedahl, 2008;Song & Koh, 2010) or three (Carrington, Deppeler, & Moss, 2010;Ernest, 1989;Haslauer, 2010;Zehetmeier, 2008).…”

Section: Impactmentioning

confidence: 99%

Ways of promoting the sustainability of mathematics teachers’ professional development

Zehetmeier

Krainer

2011

ZDM Mathematics Education

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This paper deals with the sustainable effectiveness of professional development programmes. Based on a review of literature and research findings, the following questions are raised: What is regarded as an effective way of promoting mathematics teachers' sustainable professional development? Which levels of impacts are aimed at? What are the factors promoting the effectiveness of professional development programmes? Regarding these questions, the article links theoretical considerations with research findings from a case study. A secondary mathematics teacher, taking part in a teacher professional development programme in 2002, was revisited in 2005 and 2010 to gather data regarding the sustainable impact of the programme. The case study's results provide information about the teacher's professional growth and lead to a discussion of implications for mathematics teachers' professional development and teacher education in general.

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Cultivating Teachers’ Beliefs, Knowledge and Skills for Leading Change in Schools

Cited by 33 publications

References 26 publications

Inclusive Early Childhood Settings: Analyses of the Experiences of Thai Early Childhood Teachers

Inclusive Early Childhood Settings: Analyses of the Experiences of Thai Early Childhood Teachers

Transforming Selves for Inclusive Practice: Experiences of Early Childhood Preservice Teachers

Ways of promoting the sustainability of mathematics teachers’ professional development

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