Bob Elliott

Developing Relationships: significant episodes in professional development

Abstract Mentoring as a practice in initial teacher education has been adopted at a rate which has exceeded the conceptual development of the phenomenon itself. This paper seeks to address this gap between practice and conceptual development by reporting on a study of six student teachers in which significant instances of learning to teach in mentoring relationships are explored. The analysis concludes that the triggers for development in the proteges are often unanticipated and signal periods where the protege is ill at ease. Development, in these terms, involves moving to more comfortable states. It is argued that, in many ways, such conclusions are not consonant with current policy directions in the field of teacher development. Further, the study uses a Vygotskian framework to argue for the centrality of the relationship between mentor and protege in the cognitive development of the novices. To this end a research agenda is proposed.

Enhancing and sustaining teacher professionalism in Pakistan

This paper presents a conceptual framework for fostering teacher professionalism in Government primary schools in Karachi, Pakistan. The framework identifies various stages for enhancing and sustaining teacher professionalism. These stages have been derived from in‐depth multiple case studies of four Government primary schools in Karachi where reforms have been occurring. In order to enhance and sustain professionalism among the teachers they need to be provided with opportunities to expand their capabilities and, consequently, the reform managers will need to encourage them through various stages of development. Amongst the various stages are those of involvement, initiation and engagement and developing collaborative school cultures. The theory building provided in the paper will be extremely important in the current context of Pakistan where several initiatives are being undertaken to reform and improve the Pakistani Government school system. The sustainability of such reforms requires the building of teachers’ professional capacity and enhancing their professionalism.

Putting professional learning up front: a perspective of professional development within a context of collaborative research about curriculum leadership [1] [2]

Abstract This article addresses issues of professional development and professional learning within a context of curriculum leadership for effective learning and teaching. It refers, first, to a collaborative research project funded by the Australian Research Council, culminating in an emerging model of curriculum leadership; and, secondly, to two research-based professional development projects. The research approach used in the projects is articulated and the complex issues for professional learning are raised as a set of professional learning are raised as a set of propositions for ongoing conversation and debate. These propositions are an attempt to put professional learning up front in professional development activities.The emerging model of curriculum leadership, discussed in the article, has resulted from collaborative research work involving the Effective Learning and Teaching Unit of the Education Department of one Australian state (Queensland), teachers in Queensland schools and the authors. Th...

Emerging Attributes of Pedagogy and Curriculum for the “New World Order”

This article is a conceptual one designed to start dialogue on educational issues that are unfolding amidst the changes in other sectors of our society such as production, services, and recreation. We first present an overview of the fundamental but profound changes evidenced in our society and then discuss the nature of these changes and their impact on human ability to function effectively within such an environment. In light of the complexities such as uncertainties and dualistic/multiple perspectives and incongruities, we propose that a model for pedagogy and curriculum development should adopt critical thinking as the key attribute—because it has the potential to deliver an education system for the “new world order.”

Curriculum Leadership as Mediated Action

Abstract The conception of school leadership as role‐based, top‐down activity appropriate for only a few within the school is considered to be inappropriate for current reforms characteristic of many school systems. In contrast, school leadership is proposed as a phenomenon of the whole school context involving a dynamic interplay of school‐related factors and personal factors. An empirical study of teachers in a large educational system is reported here where levels of participation and factors influencing this participation are investigated. Three school‐related factors are isolated, namely organisational structures, social dynamics and images of curriculum, while only one set of personal factors could be established. These various factors, in terms of neo‐Vygotskian theory, are considered to be mediating factors for curriculum leadership in that there is a dialectical relationship between them and the curriculum leadership actions to which they pertain. It is hypothesised that the significance of these...

Defining a Conversational Space for Curriculum Leadership

This article begins with a working definition of a new conversational space for curriculum leadership, highlighting the inadequacy of existing space(s) and the need to cross borders into new territories. It continues with an overview of conversations held over three years that were reported in interactive symposia at the annual meetings of the American Educational Research Association (AERA) in 2002 (New Orleans), 2003 (Chicago) and 2004 (San Diego). It then moves into three parts where each of three curriculum leadership discourses is outlined. The article concludes with an interrogation of the three discourses, highlighting their distinctive and similar features and identifying the challenges of defining this conversational space within the context of ongoing transformative curriculum thinking and practice. This article is multi-authored. Ian Macpherson coordinated the preparation of this article, which was developed both individually and collaboratively. The authors for each section of the article are identified.

Innovative Approaches to Nontraditional Teaching and Learning: An Australian Perspective

As societies and cultures change, educators have been rethinking their understanding of the nature of knowledge and human learning processes, and coming to a realisation that they cannot rely on tools of the past to meet the educational demands of the future. Thus, educators need to redefine objectives and re-evaluate alternative types of learning that previously were considered to have little value. For instance, informal learning is no longer dismissed as appropriate only for extracurricular activities; rather, it can be fundamental to all learning. In fact, it is rarely necessary to distinguish between informal and formal learning.