Teacher Learning for Educational Change: A Systems Thinking Approach by G. J. HobanTeacher Learning for Educational Change: A Systems Thinking Approach by G. J. Hoban

Teacher Learning for Educational Change: A Systems Thinking Approach

byG. J. Hoban

Paperback | July 1, 2002

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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.
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' profe...
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Title:Teacher Learning for Educational Change: A Systems Thinking ApproachFormat:PaperbackDimensions:3.54 × 2.4 × 0.28 inPublished:July 1, 2002Publisher:McGraw-Hill EducationLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:033520953X

ISBN - 13:9780335209538

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Table of Contents

Acknowledgements
Series editors' preface
Introduction

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
Appendix
References
Index.

Editorial Reviews

“…highly recommended for its up-to-date thinking, useful survey of recent theory and its balanced, realistically evaluated case studies of schools and teachers working in a way which begins to meet the criteria for his Professional Learning System…Hoban’s book is potentially a very important one and certainly deserves to be widely read, discussed and followed through in reforming staff development structures in education authorities and schools.” – Improving Schools