Skip to main content
SpringerLink
Log in
Book cover

International Handbook of Lifelong Learning pp 473–499Cite as

Innovative Teachers: Promoting Lifelong Learning For All

  • Chapter

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 6))

Abstract

Teaching now takes place in a world dominated by change, uncertainty and increasing complexity. As a reflection of this, government publications in Europe, North America and Australasia stress the technological, economic and social challenges which schools (and therefore teachers) face. They are confronted, it is said, by a number of changes which lead to contradictory demands.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   429.00
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   549.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   549.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Argyris, C. and Schön, D.A. (1974), Theory in Practice: Increasing Professional Effectiveness, Jossey-Bass, New York.

    Google Scholar 

  • Ball, S. and Goodson, I. (eds.) (1985), Teachers’ Lives and Careers, Palmer Press Lewes.

    Google Scholar 

  • Barber, M. (1996), The Learning Game: Arguments for an Educational Revolution, Victor Gollancz, London.

    Google Scholar 

  • Barber, M. (1994), Power and control in education 1994–2004, British Journal of Educational Studies, XXXX, 11 (4).

    Google Scholar 

  • Barnett, R. (1994), The Limits of Competence: Knowledge. Higher Education and Society, Society for Research in Higher Education and Open University Press, p159.

    Google Scholar 

  • Barth, R. (1996), “Building a Community of Learners”, California School Leadership Centre, South Bay School Leadership Team Development Seminar Series: Seminar 10.

    Google Scholar 

  • Bascia, N. (1991), “The trust agreement projects: Establishing local professional cultures for teachers”, Paper presented at the Annual Meeting of the American Educational Research Association, April, Chicago.

    Google Scholar 

  • Brandt, R. (1992), ‘On building learning communities: A conversation with Hank Levin’, Educational Leadership, 50 (1) pp19–23.

    Google Scholar 

  • Britzman, D. (1986), Cultural myths in the making of a teacher: Biography and the social structure in teacher education, Harvard Educational Review, 56 (4) pp442–456.

    Google Scholar 

  • Bryk, S. and Driscoll, M.E. (1988), “The High School as Community: Contextual Influences and Consequences for Students and Teachers”, 78 (1) November 1988, Office of Educational Research and Improvement, Washington D.C.

    Google Scholar 

  • Butt, R. (1984), “Arguments for using biography in understanding teacher thinking”, in Halkes, R. and Olson, J. K. (eds) (1984) Op.cit.

    Google Scholar 

  • Caine, R. N. and Caine, G. (1997), Education on the Edge of Possibility, Association for Supervision and Curriculum Development, Alexandria, Virginia.

    Google Scholar 

  • Callahan, R.E. (1962), Education and the Cult of Efficiency, University of Chicago Press, Chicago.

    Google Scholar 

  • Campbell, R. and Neill, S. (1994a), Secondary Teachers at Work, Routledge, London.

    Google Scholar 

  • Carter, B. (1991), “The Stanford/Schools Collaborative: Building an inquiring community of practitioners and researchers”. Paper presented at the Annual Meeting of the American Educational Research Association, April, Chicago.

    Google Scholar 

  • Corrigan, D. (1997), Creating collaborative systems: implications for interprofessional partnerships in teacher education, in Day, C., van Veen, D. and Walraven, G. (eds) Children and Youth at Risk and Urban Education: Research, Policy and Practice, Garant Publishers, Leuven-Apeldoorn, pp209–234.

    Google Scholar 

  • Dalin, P. and Rust, V. D. (1996), Towards Schooling for the Twenty First Century, London, Cassell.

    Google Scholar 

  • Darling-Hammond, L. (1996), The quiet revolution: Rethinking teacher development, Educational Leadership, 53 (6) pp4–10.

    Google Scholar 

  • Day, C., (1999), Researching Teaching Through Reflective Practice. In Loughran, J. (ed.) Researching Teaching: Methodologies and Practices for Understanding Pedagogy, Falmer Press, London, pp215–232.

    Google Scholar 

  • Day, C., Harris, A., Hadfield, M., Beresford, J. and Tolley, H. (2000), Leading Schools in Times of Change, Open University Press, Buckingham.

    Google Scholar 

  • Day, C., van Veen, D. and Walraven, G. (eds) (1997), Children and Youth at Risk and Urban Education: Research, Policy and Practice, Garant Publishers, Leuven-Apeldoorn.

    Google Scholar 

  • Day, C; Tolley, H., Hadfield, M., Watling, R. and Parkins, E. (1996), Class Size Research and the Quality of Education: A Critical Survey of the Literature The National Association of Headteachers, Haywards Heath.

    Google Scholar 

  • Day, C. and Bakioglu, A. (1996), Development and Disenchantment in the Professional Lives of Headteachers, in Goodson, I. F. and Hargreaves, (eds) Teachers Professional Lives, Falmer Press, London.

    Google Scholar 

  • Day, C. and Hadfield, M. (1996), Metaphors for Movement: Accounts of Professional Development, in Kompf, M., Boak, R. T., Bond, W. R. And Dworek, D. H. (eds) Changing Research and Practice: Teachers’ Professionalism, Identities and Knowledge, Falmer Press, London.

    Google Scholar 

  • Dreyfus, H. L. and Dreyfus, S. E. (1986), Mind our Machine: The power of human intuition and expertise in the era of the computer, The Free Press, New York.

    Google Scholar 

  • Drucker, P.F. (1994), Post-Capitalist Society, Butterworth-Heinemann, Oxford.

    Google Scholar 

  • Education Commission Report No.4 (1990), Hong Kong: Government Information Services.

    Google Scholar 

  • Elliott, J. (1991), Action Research for Educational Change, Open University Press, Buckingham.

    Google Scholar 

  • Elmore, R. (1992), Why restructuring alone won’t improve teaching, Educational Leadership, April 1992, p44–49.

    Google Scholar 

  • Eraut, M., Alderton, J., Cole, G. and Senker, P. (1997b), “The Impact of the Manager on Learning in the Workplace”, Paper presentation at SERA Conference, September, 1997, York, England.

    Google Scholar 

  • Eraut, M., Alderton, J., Cole, G. and Senker, P. (1998), Development of Knowledge and Skills in Employment, Research Report No.5, Institute of Education, University of Sussex.

    Google Scholar 

  • Eraut, M. (1994), Developing Professional Knowledge and Competence, Falmer Press, London.

    Google Scholar 

  • Esteve, J. (1989), Teacher burn out and teacher stress, in Cole, M. and Walker, S. (Eds.) (1989) Teaching and stress, Aldern Press Oxford, pp4–25.

    Google Scholar 

  • ETUCE (1994) Teacher Education, Document 4c (point 5c), Centre Jean Monnet, Luxembourg.

    Google Scholar 

  • Farber, B. (1991), Crisis in Education, Jossey-Bass, San Francisco.

    Google Scholar 

  • Fessler, R. and Christensen, J. (1992), The teacher career cycle: Understanding and guiding the professional development of teachers, Allyn and Bacon, Boston.

    Google Scholar 

  • Fullan, M.G. (1992), Successful School Improvement, Open University Press, Buckingham.

    Google Scholar 

  • Fullan, M. with Stiegelbauer, S. (1991), The New Meaning of Educational Change, Cassell London.

    Google Scholar 

  • Gibbs, B. (1996), Going it alone, in R.S.A. (1996) For Life: A vision of learning in the 21st century, Royal Society for the encouragement of Arts, Manufacturers and Commerce, London, pp8–10.

    Google Scholar 

  • Guskey, T.R. and Passaro, P.D. (1994), Teacher Efficacy: A Study of Construct Dimensions. American Educational Research Journal, 31 (3) pp627–643, Fall 1994.

    Google Scholar 

  • Hargreaves, A. (1994), Changing teachers, changing times: Teachers’ work and culture in the postmodern age, Teachers College Press, New York.

    Google Scholar 

  • Hargreaves, D. (1994), The New Professionalism: The Synthesis of Professional and Institutional Development, Teaching and Teacher Education, 10 (4) pp423–438.

    Article  Google Scholar 

  • Harris, A. (1996), Teaching as a Profession: Response to Eric Hoyle, in Watson, K., Modgil, C. And Modgil, S. (eds) Teachers, Teacher Education and Training, Cassell, London, pp55–57.

    Google Scholar 

  • Helsby, G., Knight, P., McCullouch, G., Saunders, M. and Warburton, T. (1997), Professionalism in Crisis. A Report to Participants on the Professional Cultures of Teachers Research Project, Lancaster University, January 1997.

    Google Scholar 

  • Hochschild, A.R. (1993), The Managed Heart: Commercialization of Human Feeling. University of California Press, Berkeley, p7.

    Google Scholar 

  • Hopkins, D., West, M. and Ainscow, M. (1996), Improving the Quality of Education for All, David Fulton Publishers, London.

    Google Scholar 

  • Hord, S.M. (1997), Professional Learning Communities: Communities of Continuous Inquiry and Improvement, Southwest Educational Development Laboratory, Austin, Texas.

    Google Scholar 

  • Huberman, M. (1993), The model of the Independent Artisan in Teachers’ Professional Relations, in Little, J. W. and McLaughlin, M. W. (eds) Teachers’ Work: individuals, colleagues and contexts, Teachers’ College Press, New York, pp11–50.

    Google Scholar 

  • Huberman, M. (1993), Changing Minds: the Dissemination of Research and its Effects on Practice and Theory, in Day, C., Calderhead, J. and Denicolo, P. (eds) Research on Teacher Thinking: Understanding Professional Development. Falmer Press, London, pp34–52.

    Google Scholar 

  • Huberman, M. (1995), Networks that alter teaching, Teachers and Teaching: theory and practice, 1 (2) pp193–221.

    Article  Google Scholar 

  • Huberman, M. (1995), The Lives of Teachers, Cassell, London.

    Google Scholar 

  • Huberman, M. (1989), The Professional Life Cycle of Teachers, Teachers’ College Record, 91 (1) Fall 1989, pp31–57.

    Google Scholar 

  • Ingvarson, L. and Greenway, P. A. (1984), Portrayals of teacher development, Australian Journal of Education, 28 (1) pp45–65.

    Google Scholar 

  • Jackson, P. W., Boostrom, R. E. and Hansen, D. T. (1993), The Moral Life of Schools, Jossey-Bass, San Francisco.

    Google Scholar 

  • Joyce, B. and Showers, B. (1988), Student Achievement through Staff Development, Longman, New York.

    Google Scholar 

  • Kelchtermans, G. (1993), Getting the Story, Understanding the Lives: From Career Stories to Teachers’ Professional Development, Teaching and Teacher Education, 9 (5/6) pp443–456.

    Article  Google Scholar 

  • Kremer-Hayon, L. and Fessler, R. (1991), “The inner world of school principals: reflections on career life stages”. Paper presented at Fourth International Conference of the International Study Association on Teacher Thinking, 23–27 September 1991, University of Surrey, England.

    Google Scholar 

  • Lafleur, B. (1992), “Dropping Out, the Cost to Canada”, Conference Board of Canada. Cited in Ball, C. (1996) A learning society: A vision and a plan to change the learning culture in the United Kingdom, in Royal Society of Arts (1996) For life: a vision for learning in the 21st century, RSA, London.

    Google Scholar 

  • Leithwood, K., Leonard, L. and Sharratt, L. (1997), “Conditions fostering organisational learning in schools”. Paper presented at the Annual Meeting of the International Congress on School Effectiveness and Improvement, Memphis, Tennessee.

    Google Scholar 

  • Lieberman, A. and McLaughlin, M. (1992), Networks for educational change: powerful and problematic, Phi Delta Kappan, 73, pp 673–677.

    Google Scholar 

  • Lieberman, A. and Miller, L. (1992), Teachers — Their World and Their Work: implications for school improvement, Teachers College Press, New York.

    Google Scholar 

  • Lightfoot, S. L. (1983), The lives of teachers, in Shulman, L. S. and Sykes, G. (eds) Handbook of teaching and policy, Longman, New York, pp241–260.

    Google Scholar 

  • Little, J. W. and McLaughlin, M.W. (1991), Urban math collaboratives: As the teachers tell it, Centre for Research on the Context of Teaching, Stanford C.A.

    Google Scholar 

  • Lord, B. (1991), “Subject area collaboratives, teacher professionalism and staff development”, Paper presented at the Annual Meeting of the American Educational Research Association, April, Chicago.

    Google Scholar 

  • Louis, K. S. (1998), Effects of Teacher Quality Worklife in Secondary Schools on Commitment and Sense of Efficacy. School Effectiveness and School Improvement, 9 (1) March 1998, pp1–27.

    Article  Google Scholar 

  • Louis, K. and Miles, M. B. (1990), Improving the Urban High School: What Works and Why, Teachers College Press, New York.

    Google Scholar 

  • Louis, K. S. and Kruse, S. D. (1995), Professionalism and community: Perspectives on reforming urban schools, Corwin Press, Thousand Oaks, C.A.

    Google Scholar 

  • Mancini, V., Wuest, D., Vantine, K. and Clark, E. (1984), ‘Use of instruction in interaction analysis on burned out teachers: Its effects on teaching behaviours, level of burnout and academic learning time’, Journal of Teachers in Physical Education, 3 (1) pp.29–46.

    Google Scholar 

  • Maclean, R. (1992), Teachers’ Careers and Promotion Patterns: A Sociological Analysis, The Falmer Press, London.

    Google Scholar 

  • McLaughlin, M. W. (1993), What matters most in teachers’ workplace context? In Little, J. W. and McLaughlin, M. W. (eds) Teachers’ Work: Individuals, Colleagues and Contexts, Teachers College Press, New York, pp73–103.

    Google Scholar 

  • National Commission on Education (1993), Learning to Succeed: Report of the Paul Hamlyn Foundation, Heinemann, London.

    Google Scholar 

  • Nelson, M. H. (1993), Teachers’ Stories: An Analysis of the Themes, in Day, C., Calderhead, J. and Denicolo, (eds) Research on Teacher Thinking: Understanding Profess ional Development, Falmer Press, London, pp151–166.

    Google Scholar 

  • Nias, J. (1989), Primary Teachers Talking. A Study of Teaching as Work, Routledge, London.

    Google Scholar 

  • Pascale, P. (1990), Managing on the Edge, Touchstone, New York.

    Google Scholar 

  • Peterson, W. (1964), Age, teacher’s role and the institutional setting, in Biddle, B. and Elena, W. (eds) Contemporary research on teacher effectiveness, Holt, Rinehart and Winston, New York, pp264–315.

    Google Scholar 

  • Prick, L. (1986), Career development and satisfaction among secondary school teachers, Vrije Universiteit, Amsterdam.

    Google Scholar 

  • Posch, P. and Mair, M. G. (1997), Dynamic Networking and Community Collaboration: the Cultural Scope of Education Action Research, in Hollingsworth, S. (ed.) Op.cit., pp261–274.

    Google Scholar 

  • Rivera-Batiz, F. L. and Marti, L. (1995), “A school system at risk: a study of the consequences of over-crowding in New York city schools”, IUME Research Report No 95-1, New York.

    Google Scholar 

  • Rosenholtz, S. (1989), Teachers’ Workplace: The social organisation of schools, Longman, New York.

    Google Scholar 

  • Rubin (1989), The thinking teacher: Cultivating pedagogical intelligence, Journal of Teacher Education, 40 (6) pp31–4.

    Google Scholar 

  • Rudduck, J., Day, J. and Wallace, G. (1997), “Students’ Perspectives on School Improvement”, in Hargreaves, A. (ed.) (1997) Op.cit., pp73–91.

    Google Scholar 

  • Sachs, J. and Logan, L. (1990), Control or development? A study of inservice education, Journal of Curriculum Studies, 22 (5) pp473–481.

    Article  Google Scholar 

  • Sarason, S. B. (1990), The predictable failure of educational reform, Jossey-Bass, San Francisco.

    Google Scholar 

  • Schein, E. H. (1985), Organisational culture and leadership: a dynamic view, Jossey-Bass, San Francisco.

    Google Scholar 

  • Sikes, P. J., Measor, L. and Woods, P. (1985), Teacher Careers: crises and continuities, Falmer Press, London.

    Google Scholar 

  • Smith, H., Wigginton, E., with Hocking, K. and Jones, R. E. (1991), Foxfire teacher networks, in Lieberman, A. and Miller, L. (eds) Staff development for education in the’ 90s, Teachers College Press, New York, pp193–220.

    Google Scholar 

  • Sockett, H. (1993) The Moral Base for Teacher Professionalism, New York, Teachers College Press.

    Google Scholar 

  • Sparks, D. and Hirsch, S. (1997), A New Vision for Staff Development, Association for Supervision and Curriculum Development, Alexandria, Virginia.

    Google Scholar 

  • Stanford, B. (1994), “Using Technology for Lifelong Learning — Strategies for Relevance in Flexible and Distance Learning”, Keynote Lecture, 1st Global Conference on Lifelong Learning, Rome.

    Google Scholar 

  • Stoll, L. and Fink, D. (1996), Changing Our Schools: Linking school-effectiveness and school improvement, Open University Press, Buckingham.

    Google Scholar 

  • Svingby, G. (1993), Effektive kunnskaper, Bedre skole, 2. Cited in Dalin and Rust, (1996) Op.cit., p 87.

    Google Scholar 

  • Sylva, K. (1996), Right from the start: The importance of pre-school education and learning, in Royal Society of Arts (1996) For Life: a vision for learning in the 21st century, RSA, London.

    Google Scholar 

  • Taylor, F.W. (1911), The Principles of Scientific Management, Harper, New York.

    Google Scholar 

  • Tedesco, J. C. (1997), Enhancing the Role of Teachers, in Day, C., Van Veen, D. and Wong-Kooi Sim (eds) Teachers and Teaching: International Perspectives on School Reform and Teacher Education, Garant, Leuven/Apeldoorn.

    Google Scholar 

  • Travers, C. J. and Cooper, C. L. (1996), Teachers under pressure: stress in the teaching profession, Routledge, London.

    Google Scholar 

  • UNESCO Enhancing the role of teachers in a changing world, EDIBIEICONFINTED 45/Info 10, International Conference on Education, Forty-fifth Session, 30 Sept — 5 October 1996, Geneva.

    Google Scholar 

  • van Velzen, W., Miles, W., Ekholm, M. B., Hameyer, U. and Robin, D. (eds) (1985), Making school improvement work: A conceptual guide to practice, Acco, Leuven.

    Google Scholar 

  • Vonk, J. H. C. (1995), Teacher Education and Reform in Western Europe: Sociopolitical Contexts and Actual Reforms, in Shirnahara, N. K. and Holowinsky, I. Z. (eds) Teacher Education in Industrialized Nations: Issues in Changing Social Contexts, Garland Publishing Inc. New York, pp255–312.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Nottingham in the United Kingdom, UK

    Christopher Day (Professor of Education and Co-director of the Centre for Teacher and School Development)

Authors
  1. Christopher Day
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Monash University, Australia

    David Aspin

  2. Australian Catholic University, Australia

    Judith Chapman

  3. Humber College, University of Toronto, Canada

    Michael Hatton

  4. National Institute for Educational Research, Japan

    Yukiko Sawano

Rights and permissions

Reprints and permissions

Copyright information

© 2001 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Day, C. (2001). Innovative Teachers: Promoting Lifelong Learning For All. In: Aspin, D., Chapman, J., Hatton, M., Sawano, Y. (eds) International Handbook of Lifelong Learning. Springer International Handbooks of Education, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0916-4_24

Download citation

  • DOI: https://doi.org/10.1007/978-94-010-0916-4_24

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-94-010-3816-4

  • Online ISBN: 978-94-010-0916-4

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics

Search

Navigation