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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
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“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.)


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Cite This Article as: Teachers College Record Volume 107 Number 2, 2005, p. 329-332
http://www.tcrecord.org ID Number: 11376, Date Accessed: 4/25/2018 4:32:07 PM

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