«Continuing Professional Development An Annotated Bibliography Amol Padwad and Krishna Dixit Introduction by Rod Bolitho ...»
How does mass failure take place? What really goes on in the classroom? What are these children who fail in learning? Why don’t they make effective use of their capacity?
30 Background Reading Holt, J. (1967) How Children Learn. London: Penguin.
Often considered a companion volume the one above, this book suggests that children should be given free access to the world, including our own lives and work in order to make them effective learners. Such access will enable them to see what is important or not so important in this life.
Lortie, D. C. (1975) Schoolteacher: A Sociological Study. Chicago: University of Chicago Press.
This book is one of the classic studies on the teaching profession. Lortie vividly describes the ethos of teaching, examining how teachers are recruited, socialized, and recognized in their career. It offers a sociological perspective on the constitution of the teacher and the emergence of the professional identity.
Louden, W. (1991) Understanding Teaching: Continuity and Change in Teachers’ Knowledge. London: Cassell.
This book is an intensive case study of one teacher’s planning, classroom teaching, and the biographical context the teacher brings to work. This study provides three points of departure from the earlier studies in teachers’ knowledge: a fresh approach to understanding teaching, the role of reflection in the changes in teacher knowledge and action, and the place of continuity and tradition in understanding teachers’ work.
Mezirow, J. and Associates (1990) Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipator Learning. San Francisco, CA: Jossey-Bass.
This book is a good resource for developing critical thinking and reflection among adult learners. It provides a detailed guideline for developing critical reflection skills in adults, and illustrations of how life histories, journals, and computer tools can be used for developing critical thinking and reflection skills.
Pask, R. and B. Joy (2008) Mentoring-Coaching: A Guide for Education Professionals. Milton Keynes: Open University Press.
This book is about the principles of successful mentoring-coaching in education. After discussing the effective mentoringcoaching behaviour and its potential benefits, pitfalls to be avoided, and support structure for the mentoring process the authors propose a model enabling the initiation of successful mentoring-coaching activity in educational institutions. The book has two parts: the first focuses on practicing skills and stages of the mentoring-coaching model while the second deals with developing those skills in greater depth.
Pollard, A. (1996) (Eds.) Readings for Reflective Teaching in the Primary School. London: Cassell.
This comprehensive sourcebook provides over 130 extracts from prominent educational thinkers, important research findings, and key historical documents. The author has selected these to support teacher professional development in schools and on teacher training programmes.
Rogers, C. (1961) On Becoming a Person: A Therapist’s View of Psychotherapy. London: Constable.
In this book Carl Rogers narrates his experience of helping people to discover their strength and weaknesses to discover their paths to personal growth and development. It includes convincing discussions about the hypothesis regarding the facilitation of personal growth, the characteristics of a helping relationship, the processes of becoming a person, psychotherapy, and the implications of psychotherapy for living.
Rogers, C. (1986) Freedom to Learn. Columbus, Ohio: Charles Merrill In this classic text Carl Rogers reveals his antipathy towards the traditional, transmission models of teaching. He emphasizes the social and emotional aspects of learning. This book focuses on how teachers can aid and encourage the adventurous enterprise of learning by creating learning-friendly classrooms. He argues that teachers need to become facilitators of learning by giving students the ‘freedom to learn’. A must read for the beginners on the path of CPD.
Rowland, S. (1993) The Enquiring Tutor: Exploring the Process of Professional Learning. London: Falmer Press.
An interpretive approach to teaching is explored in this book. It provides an insight into the way in which students and teachers interrelate. It discusses a series of dilemmas teachers have to face, stemming from social and cultural values, educational norms, previous learning experiences, stakeholder expectations, institutional pressures, etc.
Schön, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
This is a classic text on theorizing reflective practice. It argues that there is a crisis of confidence in professional knowledge as “professional knowledge is mismatched to the changing character of the situations of practice – the complexity, uncertainty, instability, uniqueness, and value conflicts which are increasingly perceived as central to the world of professional practice”. It discusses reflective practice as the foundation of professionalism.
Schön, D. A. (1987) Educating the Reflective Practitioner. San Francisco, CA: Jossey-Bass.
This is another classic text from Schön on reflective practice providing several strategies for developing as a reflective practitioner. It includes discussion on understanding the need for artistry in professional education, reflective practicum with examples and experiments, and implications for improving professional education.
Sutherland, R., G. Claxton, and A. Pollard (2003) (Eds.) Learning and Teaching where Worldviews Meet.
Sterling, VA: Trentham Books.
This book examines how compelling or dissonant worldviews affect the way people learn and organizations change.
The emerging cultures of managerialism, the notion of performance, the rhetoric of lifelong learning, globalization, and global competition create immense pressure on teaching and learning. Teachers and students have to cope with these challenges by finding a way out on their own.
Tharp, R. G. and R. Gallimore (1988) Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context.
Cambridge: Cambridge University Press.
In this book authors suggest a need to reconfigure schools as ‘educating societies’. Drawing on studies from nursery through university seminar they offer a theory of education based in a culture sensitive developmental psychology and Vygotskian tradition. The unique feature of this book is the description and discussion of teachers’ ZPD (Zone of Proximal Development).
Torbert, B. and Associates (2004) Action Inquiry: The Secret of Timely and Transforming Leadership.
San Francisco, CA: Berrett-Koehler.
This book is about how to increase the effectiveness of our actions and create a positive environment for ongoing learning through action inquiry. It discusses the fundamentals of action inquiry, action inquiry as a manner of speaking and a way of organizing, ideas and experience of action inquiry, transforming leadership, transforming organizations, and the spiritual and societal intent of action inquiry.
Tsui, A. B. M. (2003) Understanding Expertise in Teaching. Cambridge: Cambridge University Press.
This may be the first detailed study of expertise in language teaching and how it develops in language teachers. The author presents four case studies to clarify the nature of expertise in language teaching and the factors that shape and influence its development. The author also critically examines the literature on teacher cognition and shows how teachers’ values, attitudes, beliefs, knowledge and goals condition their practice.
Wedell, M. (2009) Planning for Educational Change: Putting People and their Contexts First. London: Continuum.
This book offers suggestions about educational change for policy makers and planners. It presents several international case studies of educational change projects to exemplify how change processes affect the concerned stake-holders. The book also provides a number of thinking questions for the educational change practitioners to consider while undertaking change ventures.
Wells, G. and G. Claxton (2002) (Eds.) Learning for Life in the 21st Century. Oxford: Blackwell.
This is a collection of essays by some distinguished researchers in education on the new perspectives on learning, specially the sociocultural perspectives on learning. Though most of the content is related to student learning it is immensely useful for adult learning too. The collection has three parts: issues and developments in sociocultural theory, school-age learning and development, and post-compulsory, adult and professional learning.
Wright, T. (1987) Roles of Teachers and Learners. Oxford: Oxford University Press.
This book explores the roles of teachers and learners and their influence on teaching-and-learning processes. The basic argument is that teachers and learners adopt different complex roles in the classroom and an appreciation of these roles is essential to understand classroom teaching and learning processes.
Wright, T. (2005) Classroom Management in Language Education. Basingstoke: Palgrave Macmillan.
This is a useful resource for effective classroom management in language teaching. The first part of the book discusses the basics of classroom management in the light of the contemporary understanding of learning, social contexts and language pedagogy. The second part deals with insights from research and practice in classroom management. The third part is on researching classroom management. It also has list of resources for teachers and researchers on exploring language pedagogy.
B. Focus: English Language Teaching
Arndt, V., P. Harvey and J. Nuttall (2000) Alive to Language: Perspectives on Language Awareness for English Language Teachers. Cambridge: Cambridge University Press.
This book discusses language awareness from a wider perspective going beyond grammar awareness to foreground the 32 Background Reading notion of language as a dynamic and powerful tool of communication. The key topics covered include: the concept of language-in-use and associated systems, language varieties, language change and the interaction between language and power.
Coleman, H. (1996) (Eds.) Society and the Language Classroom. Cambridge: Cambridge University Press.
Drawing on some case histories from different cultures, this book explores the challenges and issues a teacher faces while balancing between pedagogical and social functions in the classroom. The author uses the case histories of numerous language teachers in secondary and tertiary institutions from around the world to uncover many obvious and not-soobvious currents and issues related to the complex relationship between the society and the classroom.
Doff, A. (1988) Teach English: A Training Course for Teachers. Cambridge: Cambridge University Press.
This book presents a training course for teachers who work in large classes with few resources, follow a set syllabus and textbooks, and have limited time for lesson planning. This book is accompanied by a teachers’ workbook.
Holliday, A. (1994) Appropriate Methodology and Social Context. Cambridge: Cambridge University Press.
In the author’s words this book discusses, “what we need to know about the social context of English language education in order to achieve appropriate classroom methodologies”. The author argues that the methodologies of English language teaching are developed in the West, and do not always meet the needs of rest of the world. The book explores issues like the role of culture in the classroom and English language education as cultural imperialism, and recommends ethnographic research to find appropriate methodologies.
Lazar, G. (1993) Literature and Language Teaching: A Guide to Teachers and Trainers. Cambridge: Cambridge University Press.
In this book the author discusses how literature can be used in language teaching and explores issues involved in this process. The book offers different approaches to using literature with learners at different levels, some criteria for selecting and evaluating materials for the classroom use, and a wide range of activities and practical ideas for developing literature based materials.
Malderez, A. and C. Bodóczky (1999) Mentor Courses. Cambridge: Cambridge University Press.