Networks That Alter Teaching: conceptualizations, exchanges and experiments

摘要: Abstract ‘Professional development’ has become a password to variety of activities ranging from self‐directed experimentation in the classroom full‐blown research projects with peers and, occasionally, external sources expertise. From its initial, more restrictive and individual sense in‐service training, it taken on institutional, even systemic dimensions, been identified as pre‐condition for thorough‐going school reform. Even present form, however, concept is problematic. The claim made here that (a) does not take into account ‘artisan’ or ‘craft‐centered’ nature work classroom, (b) overly school‐centered, (c) under‐estimates real gradient instructional change. A research‐based, cross‐school alternative reflection change proposed, focus bridging gap between peer exchanges, interventions resource people, greater likelihood actual at level.