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An Environment of Collegial Reflective Dialogue for Inservice Teacher Educators

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Processes of Inquiry

Part of the book series: Professional Learning ((PROFL,volume 10))

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Abstract

Professional learning and development for professional practitioners such as teachers and inservice teacher educators must take account of the distinctive and complex nature of their role and practice, and the implications for effective professional learning processes and contexts (Cheetham & Chivers, 2001; Darling-Hammond, 2000; Day, 2007; Loughran, 2006; Timperley, Wilson, Barrar & Fung, 2007). Such learning environments should incorporate the development of: professional knowledge, theory and expertise; rational, reflective and creative thinking; flexible, innovative practice; continuous learning; commitment to lifelong learning; and the development of learning skills (Cheetham, 2005).

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Authors
  1. Margaret Lamont
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Editors and Affiliations

  1. Victoria University of Wellington, New Zealand

    Joanna Higgins

  2. Ministry of Education, New Zealand

    Ro Parsons

  3. Victoria University of Wellington, New Zealand

    Linda Bonne

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© 2011 Sense Publishers

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Lamont, M. (2011). An Environment of Collegial Reflective Dialogue for Inservice Teacher Educators. In: Higgins, J., Parsons, R., Bonne, L. (eds) Processes of Inquiry. Professional Learning, vol 10. SensePublishers. https://doi.org/10.1007/978-94-6091-531-4_5

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