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EDUCATION 4814?

ADVANCED SEMINAR IN TEACHER DEVELOPMENT

Spring Semester, 1994

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Instructor:

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Dr. Peter Grimmett

(January 4-March 31) ?

Office: ?

MPX 8543

Mondays, 16:30-21:20

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Phone:

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291-4937

Location: 9511112

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 two recent texts and 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. They are also expected vigorously to take part in

small and large group discussions 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

(209):

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 (309):

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

the course.

Critical essay (50

0

1o): 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

Fullan, M., & Hargreaves, A. (1992).

Teacher development and educational change.

Lewes, UK Falmer

Press.

Hargreaves, A., & Fullan, M. (1991).

Understanding teacher development.

London, UK Cassell; New York,

Teachers College Press.

Plus other selected readings provided by the instructor.