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SIMON FRASER UNIVERSITY

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EDUCATION 461-4

ADVANCED SEMINAR IN

TEACHER DEVELOPMENT

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(E1.00)

Spring Semester, 1992

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Instructor Dr. Peter Grimmett

(January 6—April 3)

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Office: ?

MPX 8543

Mondays, 4:30-8:20 p.m.

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Phone:

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291-4937

Location: MPX 9511

PREREQUISITE:

EDUC 405

COURSE OUTLINE

This course is framed around issues in teacher development, a humanistic and critical way of looking at how

innovation takes place in the work context of teaching. It will engage participants in an in-depth

examination of the issues raised by authors and researchers working at the "cutting edge" in this emerging

field of study. The course will involve participants in reading up-to-date articles on the interaction of

teachers' lives and personal biographies with the rigorous development of practice through an "inquiring

sensibility." The aim is to learn interactively and dynamically from well-known researchers who have

specialized in the area of teacher development, and to do this in a manner in which participants take a critical

and independent stance relative to the ideas presented. In addition, the course will cover topics, such as,

professional cultures of teaching, teacher research, reflective practice, educational change, the nature of

collegiality, the role of collegial consultation, collaborative planning and instruction, etc., as they relate to

the development of teachers' classroom practice. Further aims in the course have then to do with

1)

exposing participants to the burgeoning literature in this emerging field of study

2)

providing opportunities for participants to grasp the substantive ideas with confidence, accuracy,

and appropriate use of analytical language

3)

engendering in participants the ability to make sense of competing theoretical claims, to evaluate

conflicting evidence, and to understand the relationship between research findings and practical

application.

EXPECTATIONS

Participants are expected to attend all classes. T

hey are also expected vigorously to take part in small and

large groupdiscussions around topics and issues deriving from the extensive readings. Exercises and case

studies will be used to frame these discussion activities and participants will be expected to have studied

assiduously the relevant readings before the seminar.

ASSIGNMENTS

Case study

(20%): Participants will characterize a recent situation in which they attempted to develop

their classroom practice. Particular attention will be paid to the context and culture (i.e., the pervading

beliefs and values that constituted the normative basis for action) of the setting in which this exemplar of

teacher development took place. This assignment is descriptive.

Case analysis (30%):

Participants will analyse their case studies in light of the readings and discussion

of the course.

Critical essay

(50%):

Participants will develop a 10-12 page position paper on one of the issues or

topics raised in the course. The assignment will consist of two parts: first, oral presentation of a written

draft to the class, and second, re-writing of the paper on the basis of the critique provided by participants and

the instructor.

READINGS

Selected readings, as distinct from a set text, will be used in the course.

N.B.

This course is cross-listed with EDUC