WHAT'S NEW - FEBRUARY 2002

TEACHING AND CHANGE

The theme for this month will be of interest to teachers, administrators, and students who are preparing to enter the teaching profession. This site makes available scholarly information, practical guidance, and useful tips related to a change and teaching. The first two sections collate information from books and peer-reviewed articles. The last section identifies several weblinks related to this topic.

JOURNAL ARTICLES

Title:		Mentoring in the New Millennium.
Source:		Theory into Practice. (2000). Vol. 39. Issue 1, Pages 50-57.
Author(s):		Hargreaves, Andy; Fullan, Michael.
Abstract:		This journal article deals with mentoring practice in the third millennium. Topics covered include: links between approaches in mentoring and models of professionalism in teaching; historical phases of the changing nature of teachers' professionalism; how to challenge and extend the role of mentor; and, challenges to mentoring in the third millennium.
ISSN:		0040-5841
Title:		Observations from the side: The process of generating the draft professional standards for highly accomplished teachers of science.
Source:		Australian Science Teachers Journal. (2000). Vol. 46. Issue 3, Pages 45-47.
Author(s):		McRea, David.
Abstract:		This article reports on science educators' efforts to envision and describe a highly accomplished teacher of science. Topics covered include: key touchstones in the ordering process; problems in separating the teacher from teaching; attitudes of effective teachers; planning for the use of the knowledge of science; the nature of science and theories of learning; and teaching and changing professional expectations.
ISSN:		0045-0855
Title:		Implementing educational policy change: Implications for teacher professionalism and professional empowerment.
Source:		Asia-Pacific Journal of Teacher Education. (1998). Vol. 26. Issue 2, Pages 139-151.
Author(s):		Proudford, Christine.
Abstract:		This paper presents a study, which was conducted to examine the role of teachers in the process of educational policy change. Topics addressed include: policy changes and the implications for the professional development of teachers; how teacher professionalism may be defined in terms of capacities and opportunities; and, suggestions for a professional development programme to promote teachers' understandings and capacities. The paper also describes the study's methodology and overall findings.
ISSN:		1359-866X
Title:		Teacher professionalism and teacher accountability: Towards a more genuine teaching profession.
Source:		Educational Policy. (1998). Vol. 12. Issue 4, Pages 449-458.
Author(s):		Urbanski, Adam.
Abstract:		Urbanski suggests that to improve learning opportunities for all students, the quality of teaching and the conditions in which teachers work should be seriously considered. Other issues discussed include: impediments to professionalism in teaching; factors that may help build a more genuine profession; and, the need for summative evaluation of teachers.
ISSN:		0895-9048
Title:		Maryland virtual high school: Integrating technology and teacher professionalism with science education reform.
Source:		Journal of Education. (2000). Vol. 182. Issue 2, Pages 91-122.
Author(s):		Verona, Mary Ellen.
Abstract:		This paper presents information about a study, which reviewed the development of the Maryland virtual high school of science and mathematics. It looked at the background of the project, collaborative and classroom-based projects involved in the development of the school and lessons learned by the Maryland virtual high school. It also outlines the Maryland virtual high school core model.
ISSN:		0022-0574
BOOKS
Title:		Professionalism and Ethics in Teaching.
Source:		USA: Routledge. (2000). Pages 304.
Author(s):		Carr, David.
Abstract:		This book examines the ethics of teaching. After discussing the moral implications of professionalism, the author explores the relationship of education theory to teaching practice and the impact of this relationship on professional expertise. David Carr then identifies and examines some central ethical and moral issues in education and teaching. Finally, he gives a detailed analysis of a range of issues concerning the role of the teacher in relation to education management. The book presents a thought provoking and stimulating study of the moral dimensions of teaching.
ISBN:		0-41518-460-6
Title:		Culture and schooling: Building bridges between research, PRAXIS and professionalism.
Source:		New York: Wiley, John & Sons, Incorporated. (2000). Pages 328.
Author(s):		Elwyn, Thomas
Abstract:		This book examines the impact of cultural differences on schooling. The author covers the nature of culture, the need to understand cultural identity and diversity, cultural transmission, indigenousness, and how to promote better teaching practice.
ISBN:		0-4718-9788-4
Title:		Changing research and practice: Teachers' professionalism, identities and knowledge.
Source:		New York: Taylor & Francis, Incorporated. (1996). Pages 224.
Author(s):		Kompf, Michael; Bond, Richard; Dworet, Don; Boak, Terence.
Abstract:		This book presents a diverse, yet integrated, approach to understanding how research and practice in classrooms are changing. It reflects a mixture of crosscultural approaches which identify the problems and trends in contemporary educational thought and practice. It also highlights the central role teachers must play in fostering and achieving educational change.
ISBN:		0-7507-0585-X
Title:		With portfolio in hand: Validating the new teacher professionalism
Source:		New York: Teachers College Press. (1998). Pages 276.
Author(s):		Lyons, Nona
Abstract:		This book suggests that portfolios can become a new kind of credential to document competent and effective teaching. The various purposes of portfolios are considered. Should portfolios serve personal or public needs? Should they be used for teacher evaluation or professional development? The book also outlines current portfolio practices at teacher education institutions. The book includes hands-on guidance to help teachers prepare useful portfolios.
ISBN:		0-8077-3716-X

WEBSITES AND ARTICLES RELATED TO TEACHING AND CHANGE

Enhancing Teacher Professionalism: The Need To Engage With The Third Domain
http://www.uws.edu.au/teaching/staff/sd/acea00.html

The paper concerns the "third-domain" influencing teacher career satisfaction. Historically, teacher satisfaction was based on the nature of the job itself and the working conditions that supported teaching. Based on the findings of the International Teacher 2000 Project, the author suggests that educators need to address the "third domain," the societal pressures, trends and forces that are influencing teachers' views of their profession and its standing in society.

Toward A Growth Model Of Teacher Professionalism
http://www.teachnet.org/tnpi/research/network/lafellows.htm

The authors of this paper argue that teacher networks represent an effective vehicle for teachers' ongoing growth and professional development. Based on a survey of teacher-members of California-based teacher networks, the authors suggest that teacher networks are an effective, though currently under-utilized, way teachers can pursue professional growth in a manner that directly impacts their classroom practices.

How The National Board Builds Professionalism
http://www.ascd.org/readingroom/edlead/9303/barringer.html

This paper provides Alberta teachers with information about the National Board for Professional Teaching Standards in the United States. Since the late 1980's, the Board has worked to create policies, processes and products that, in the view of its supporters, have shaped the standard-setting process, the development of assessment exercises and professional-level certification process. The paper includes a listing of what teachers should know and be able to do, as well as a set of draft standards that is under consideration in reference to language arts teachers. Written primarily for an American audience, the paper provides an opportunity to learn about a major initiative aimed at further enhancing teacher professionalism.

National Board For Professional Teaching Standards
http://www.nbpts.org/standards/five_core.html

This website states and describes the core standards advocated by the National Board for Professional Teaching Standards in the United States. Alberta teachers may wish to review these standards and descriptions and compare them with Alberta's Teaching Quality Standard Applicable to the Provision of Basic Education (Ministerial Order 016/97).