Teacher Owned School Development – Possibilities and Constraints

• Today school development with a foci on teaching has gained momentum worldwide following earlier focus on raising school scores on achievement tests, improving school inspection and supervision, initiating programs aimed at school improvement and similar projects that aimed to raise the quality of teaching and learning at school level. There is also a growing expectation that teaching is to be based on and developed in relation to educational research findings or knowledge. This implies that the knowledge needed already exists and only needs to reach out to schools and teachers. This understanding casts teachers as implementers of knowledge. An explanation to schools which fail to improve their teaching and students’ learning – still often measured by the amount of students passing exams and tests – is thus that teachers either do not know about the research findings or resist using new knowledge from available research. The problem is thereby related to the teachers’ lack of knowledge, interest or seriousness.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

Nyckelord

Teacher researcher

Learning study

Tanzania

Sweden

Didactic Science for Teachers and Teaching Professions

didaktik med inriktning mot lärararbete och lärarprofession

Publikations- och innehållstyp

vet (ämneskategori)

kap (ämneskategori)