Teacher Learning for Educational Change

Teacher Learning for Educational Change

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"How many teachers (including academics) understand the dynamic relationship between learning and teaching? In this highly readable account of teacher learning for educational change, Hoban provides both the theory and the detailed examples for a rich and engaging new perspective on teachers' professional learning. This is essential reading for all who would improve their own teaching or provide meaningful support and leadership for such teachers." - Tom Russell, Professor of Education, Queen's University (Canada)

"Hoban pays careful attention to the dynamic interplay between personal, social and situated conditions for learning in his Professional Learning System by valuing extended time frames and learning communities in his quest for real teacher change. But beyond his theory, persuasive arguments and compelling examples is the learning through reflection that he embodies himself in this book. A wonderful read." - J. John Loughran, Faculty of Education, Monash University, Australia

This book presents a new mindset for teacher learning and educational change. When viewed from a conventional mechanistic paradigm, educational change is a linear step-by-step process that is supported by a simplistic approach to teacher learning. Although this approach often produces disappointing results, rarely is an alternative one proposed. What is new in this book is that educational change and teacher learning are viewed from a paradigm based on complexity theory, assuming that change is a nonlinear process that needs to be supported by a framework for long-term teacher learning. The central question of this book, therefore, is 'What conditions will help to establish a framework for long-term teacher learning to support educational change?' To address this question, a systems thinking approach is used to draw together ideas from existing learning perspectives into a new theoretical framework called a Professional Learning System. This framework is not a formula, but a new mindset to help us understand the nonlinear dynamics of educational change and teacher learning.
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Product details

  • Paperback | 208 pages
  • 153 x 230 x 14mm | 344.73g
  • Milton Keynes, United Kingdom
  • English
  • references, index
  • 033520953X
  • 9780335209538
  • 1,696,132

Table of contents

Series editors' preface
Part one: Thinking differently about educational change

A mechanistic view of educational change
A complexity view of educational change
A systems thinking approach to teacher learning

Part two: A theoretical framework for a professional learning system

The dynamics of professional learning
the Oberon high school science project
The role of a facilitator in a professional learning system
the Frameworks project
A reflective cycle for teacher learning
the Christchurch ICT cluster project

Part three: Extending the possibilities of professional learning

Using online technologies for continuity, community and scholarship in teacher learning
Designing a professional learning system
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Review quote

"The book is compelling and timely, particulary in the UK, with its current focus on network learning communities as professional learning contexts. It maintains a good balance between theory and detailed illustration through case study and despite the complexity of ideas it is accessible, well structured and a thoroughly good read. - Olwen McNamara
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About G. J. Hoban

Garry Hoban is a senior lecturer and the Science Education Coordinator for the Faculty of Education at the University of Wollongong, Australia. He was a high school science teacher for 14 years and a K-12 Science consultant before becoming a teacher educator. He completed his PhD at the University of British Columbia on teachers' professional learning in 1996. Jan Turbill is a senior lecturer in the Faculty of Education at the University of Wollongong and Rob Walker was an educational consultant in Information and Communication Technology in Christchurch, New Zealand.
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