Refers to having a colleague teacher closely observe your lesson in order to gain an understanding of some aspect of teaching, learning, or classroom interaction.
Published in Chapter:
School-Based Professional Development of Teachers: The Role of School Heads as Leaders
Emmanuel Adjei-Boateng (University of Ghana, Ghana) and Joseph E. Cobbinah (University of Ghana, Ghana)
Copyright: © 2021
|Pages: 16
DOI: 10.4018/978-1-7998-4360-3.ch020
Abstract
School-based professional development of teachers is gradually gaining roots as an effective, relevant, and context-specific alternative to teacher learning and development. Apart from helping to update teachers' knowledge, understanding, and skills, it promotes the establishment of learning communities and for that matter, a community of practice in schools. It is cost-effective and collaborative in approach. This chapter attempts to link school leadership with school effectiveness through the application of school-based professional development of teachers. It is aimed at introducing school heads/principals, especially those in developing countries, to school-based professional development of teachers, as a viable option to teacher learning and development, in terms of its nature, principles and processes, theoretical basis, and models that can be applied in different school contexts. It also examines the strategic role of school heads/principals in promoting the learning community in their schools through the adoption and implementation of school-based professional development of teachers.