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|Title:||An alternate view of staff development: Personal professional growth within a single school setting|
|Author(s):||Wiggins, Robert Andrew|
|Doctoral Committee Chair(s):||Rubin, Louis J.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
Education, Teacher Training
|Abstract:||This study provided a staff development experience based on socio-constructivist principles of learning to a group of teachers and their principal within their own school. The purpose of this study was to examine the consequences of such a staff development activity in terms of changes in (a) the teachers' understanding of their own beliefs about teaching and learning, (b) the teachers' practices in their classrooms and (c) the role of the principal as instructional leader.
This staff development experience took into account Vygotsky's views on the intersubjective and intrasubjective nature of learning by having the teachers and the principal participate in ten weekly workshops during which they shared information and were exposed to one another's perspectives. In conjunction with these workshops, the teachers made videotapes of their own teaching which they used for personal reflective self-study. As part of each workshop session, the participants jointly viewed videotapes of various types of classroom lessons and shared their reactions to what they saw. This was intended to provide scaffolding within the zone of proximal development to support the teachers' attempts at reflective inquiry in the analysis of their own videotapes.
Data consisted of (a) transcripts of videotapes of the workshop sessions and interviews with the teachers, (b) pre- and post-workshop questionnaires (c) the teachers' written reactions to their videotapes and (d) this researcher's field notes and journal entries. Analysis of the data revealed a pragmatic stance on the part of the teachers with regard to what they learned from the workshops coupled with indicators of constraints on the teachers' ability to reflect on their own work. However, the analysis also indicated that sharing a learning experience with other staff members, including the principal, was valuable to the participants. Implications are drawn from this for both future research and the current practice of this principal/researcher in the areas of promoting the reflective inquiry of experienced teachers, and the impact that the role of the principal as an instructional leader has on the teacher's personal professional growth.
|Rights Information:||Copyright 1993 Wiggins, Robert Andrew|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9329199|
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