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Creating the Conditions for Classroom and Teacher Development

1998; Taylor & Francis; Volume: 4; Issue: 1 Linguagem: Inglês

10.1080/1354060980040108

1470-1278

David Hopkins, John Beresford, Mel West,

Parental Involvement in Education

Abstract The research on ‘classroom conditions’ reported in this paper forms a strand of the research and development activities undertaken as part of the ‘Improving the Quality of Education for All’ (IQEA) school improvement project. The ‘IQEA approach’ to school improvement emphasises the importance of enhancing the internal conditions of the school whilst undertaking innovations in curriculum and instruction in the pursuit of enhanced levels of student achievement. The rationale for the emphasis on ‘internal conditions’ in this approach to school improvement is first described, as well as the established set of school level conditions already identified through work on the project. Research that led to a set of complementary ‘classroom conditions’ is reviewed, and the conditions articulated using examples from project schools. The classroom conditions posited are: authentic relationships; rules and boundaries; planning, resources and preparation; teacher's repertoire; pedagogic partnerships; and reflection on teaching. Finally, these conditions are discussed in light of other research, as is their role in providing a curriculum for teacher development that facilitates the link between whole school improvement and those modifications in classroom practice so necessary for enhancing the learning and attainment of students.