LEADER 03744nam 2200505 450 001 9910794293103321 005 20201106010720.0 010 $a1-5063-2816-4 010 $a1-5063-2817-2 010 $a1-5063-2814-8 035 $a(CKB)4100000011347860 035 $a(MiAaPQ)EBC6261754 035 $a(EXLCZ)994100000011347860 100 $a20201106d2018 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCollaborative professionalism $ewhen teaching together means learning for all /$fAndy Hargreaves, Michael T. O'Connor 205 $aFirst edition. 210 1$aThousand Oaks, California :$cCorwin, a SAGE Company,$d2018. 215 $a1 online resource (177 pages) $cillustrations 225 1 $aCorwin impact leadership series 311 $a1-5063-2815-6 320 $aIncludes bibliographical references and index. 327 $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. 330 $a"This book is about how teachers and other educators can and do collaborate. In a good way, collaboration can really get under the skin - and just how it does this, shifts from one culture to another. Something else we have learned by studying different examples of collaboration is how the ways that people collaborate are also changing over time. They are becoming more precise in their methods, more embedded in deeper professional relationships, and more widespread throughout everyday practice. At its best, collaboration is becoming more formal and more informal; more precise and more pervasive. Through the examples we have studied and the literature we have consulted, we believe there have been five evolutionary stages of professional collaboration. After a long period in which the culture of teaching was one of individualism and where professional collaboration was largely absent, the four succeeding stages have been ones of: 1. Emergence - professional collaboration is an alternative to individualism. 2. Doubt - some forms of professional collaboration are found to be too weak in their overreliance on talk rather than action. Others (known as contrived collegiality) are too forced when they are used to implement top-down mandates. 3. Design - specific models of professional collaboration are created in the form of professional learning communities, data teams, collaborative action research, and so on. 4. Transformation - professional collaboration transitions to deeper forms of collaborative professionalism that are more precise in their structures and methods."--$cProvided by publisher. 410 0$aCorwin impact leadership series. 606 $aTeachers$xProfessional relationships$vCross-cultural studies 606 $aTeachers$xIn-service training$vCross-cultural studies 606 $aProfessional learning communities$vCross-cultural studies 615 0$aTeachers$xProfessional relationships 615 0$aTeachers$xIn-service training 615 0$aProfessional learning communities 676 $a370.71/1 700 $aHargreaves$b Andy$0893508 702 $aO'Connor$b Michael T$g(Michael Thomas),$f1986- 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910794293103321 996 $aCollaborative professionalism$93723121 997 $aUNINA