000			03410cam a2200361 i 4500
001			20456824
003			OSt
005			20230517064518.0
008			180401s2018 cau b 001 0 eng c
010			_a 2018006076
020			_a9781506328157 _q(paperback ; _qalkaline paper)
020			_a1506328156 _q(paperback ; _qalkaline paper)
035			_a(OCoLC)NEW
040			_aLBSOR/DLC _beng _cLBSOR _erda _dDLC
042			_apcc
050	0	0	_aLB 1731 _b.H37 2018
082	0	0	_a370.71/1 _223
100	1		_aHargreaves, Andy, _eauthor. _918735
245	1	0	_aCollaborative professionalism : _bwhen teaching together means learning for all / _cAndy Hargreaves, Michael T. O'Connor.
250			_aFirst edition.
300			_axx, 147 pages ; _c22 cm.
490	0		_aCorwin impact leadership series
504			_aIncludes bibliographical references and index.
505	0		_aThe case for collaborative professionalism -- Moving towards collaborative professionalism -- Open class & lesson study -- Collaborative curriculum planning networks -- Cooperative learning and working -- Collaborative pedagogical transformation -- Professional learning communities -- Ten tenets of collaborative professionalism -- The four Bs of collaborative professionalism -- Doing collaborative professionalism.
520			_a"This book is about how teachers and other educators can and do collaborate. In a good way, collaboration can really get under the skin - and just how it does this, shifts from one culture to another. Something else we have learned by studying different examples of collaboration is how the ways that people collaborate are also changing over time. They are becoming more precise in their methods, more embedded in deeper professional relationships, and more widespread throughout everyday practice. At its best, collaboration is becoming more formal and more informal; more precise and more pervasive. Through the examples we have studied and the literature we have consulted, we believe there have been five evolutionary stages of professional collaboration. After a long period in which the culture of teaching was one of individualism and where professional collaboration was largely absent, the four succeeding stages have been ones of: 1. Emergence - professional collaboration is an alternative to individualism. 2. Doubt - some forms of professional collaboration are found to be too weak in their overreliance on talk rather than action. Others (known as contrived collegiality) are too forced when they are used to implement top-down mandates. 3. Design - specific models of professional collaboration are created in the form of professional learning communities, data teams, collaborative action research, and so on. 4. Transformation - professional collaboration transitions to deeper forms of collaborative professionalism that are more precise in their structures and methods."--
650		0	_aTeachers _xIn-service training _vCross-cultural studies. _918736
650		0	_aTeachers _xProfessional relationships _vCross-cultural studies. _918737
650		0	_aProfessional learning communities _vCross-cultural studies. _918738
700	1		_aO'Connor, Michael T. _q(Michael Thomas), _d1986- _eauthor. _918739
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2lcc _cBOOK
999			_c18073 _d18073