In this paper we describe an innovative professional development program for practicing k-12 teachers, called Initiatives in Educational Transformation, that is designed to enable classroom teachers to reconceptualize their roles and transform their teaching by developing their reflective practice (Scho¨n, 1983). The program is built around a philosophy of teaching and learning that emphasizes moral professionalism (Sockett, 1993), school-based inquiry, continuous improvement and collaborative work in teams. While few of the efforts to foster change in schools and classrooms begin their analyses with the voices and experiences of teachers, in this paper we turn to the voices and experiences of teachers to begin to explore the role of reflective practice in educational transformation.
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Document Type: Research Article
Initiatives in Educational Transformation, Graduate School of Education, George Mason University, 10900 University Boulevard, MSN 4E4, Manassas, VA 20110, USA; [email protected]
Publication date: 2003-10-01
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