Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Technology - Good for Students AND Teachers
Fiddling with Indicators while using Toxic Tests
Ode to Dewey
Clearly Articulated Proposal--Thank You!
VAM Sham BAM
Announcements
Call for Book Chapters
Call for PROPOSALS "Distraction: Girls, School, and Sexuality"
Call for PROPOSALS "Distraction: Girls, School, and Sexuality"
CALL FOR PAPERS for World Future Forum- Education Research!
Call for Proposals! Social Studies Conference in Orlando FL!
CALL FOR PAPERS IMMIGRATION, BEING IMMIGRANT OR REFUGEE IN THE CONTEXT OF EDUCATION POLICIES IN THE WORLD- IJEP 2018 ISSUES
Call for Papers- International Journal of Management, Economics and Social Sciences
 

Deep Change: Professional Development from the Inside Out


reviewed by Susan Landt — 2005

coverTitle: Deep Change: Professional Development from the Inside Out
Author(s): Angela B. Peery
Publisher: Scarecrow Press, Lanham
ISBN: 1578860482, Pages: 143, Year: 2004
Search for book at Amazon.com

“Deep Change: Professional Development from the Inside Out” focuses on the importance of teachers becoming involved in the process of educational change. According to Peery, educational change requires improving “the ongoing education of the adults who facilitate student learning” (p. 1). Peery emphasizes the necessity of nurturing teachers and providing positive support for their ongoing development. Peery draws on well-known theorists Malcolm Knowles (1984), Michael Fullan (1991; 1993), Parker Palmer (1999), and Donald Schon (1983; 1987), to support her vision of teacher learning and educational change in Chapter One, “Why Staff Development Must Change.” She emphasizes that change needs to come from the “inside,” from the teachers themselves as they seek answers to questions concerning improving their practice. In Chapter Two, Peery presents a picture of an inside-out model of staff development, which includes: process over product; helping participants to feel comfortable and engaged; teachers reflecting on their learning and seeking to improve their own practice; teachers processing new information and collaborating with colleagues; and supervisors participating... (preview truncated at 150 words.)


To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Deep Change: Professional Development from the Inside Out
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.		$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.		$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.		$210


Cite This Article as: Teachers College Record Volume 107 Number 2, 2005, p. 329-332
http://www.tcrecord.org ID Number: 11376, Date Accessed: 10/16/2018 9:01:29 AM

Purchase Reprint Rights for this article or review
 
Article Tools
Email this article
Print this article
Post a Comment
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
 
Member Center
Welcome!
Sign-in
Submit My Work
TCR @ Your Library
Book Reviews @ Your Library
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS
 
Add TC Record RSS feeds to your site
Copyright 2018 Teachers College, Columbia University. All rights reserved.
Privacy Policy | Terms of Use | Copyright Agreement