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Self‐management: implications for teacher training

Self‐management: implications for teacher training Argues for the importance of self‐management in ensuring quality of teacher performance. Aims to propose a framework of teacher self‐management and draw implications for teacher training. Teacher self‐management is a continuous process comprising two self‐propelling cycles. The major cycle consists of five sequential stages, in which teachers as strategic actors will be aware of the changing education environment and able to readjust their personal goals and action plans to meet emerging challenges. The support cycle facilitates action learning in various stages of the major cycle. Practising in the major and support cycles, teachers may develop the necessary self‐renewal and competence for ensuring the quality of their professional work in the changing environment. From this conception of self‐management, the traditional staff development practice in school can be re‐engineered to maximize opportunities for facilitating teachers’ self‐management and self‐learning. For both pre‐service and in‐service teacher training, the self‐management theory can also bring alternative ideas for reforming teacher education programmes and preparing teachers for quality performance in a changing education environment. The implications should be useful not only to educational organizations but also to other professional organizations. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Training for Quality Emerald Publishing

Self‐management: implications for teacher training

Wing‐Ming Cheung; Yin Cheong Cheng
Training for Quality , Volume 5 (4): 9 – Dec 1, 1997
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Publisher
Emerald Publishing
Copyright
Copyright © 1997 MCB UP Ltd. All rights reserved.
ISSN
0968-4875
DOI
10.1108/09684879710188167
Publisher site
See Article on Publisher Site

Abstract

Argues for the importance of self‐management in ensuring quality of teacher performance. Aims to propose a framework of teacher self‐management and draw implications for teacher training. Teacher self‐management is a continuous process comprising two self‐propelling cycles. The major cycle consists of five sequential stages, in which teachers as strategic actors will be aware of the changing education environment and able to readjust their personal goals and action plans to meet emerging challenges. The support cycle facilitates action learning in various stages of the major cycle. Practising in the major and support cycles, teachers may develop the necessary self‐renewal and competence for ensuring the quality of their professional work in the changing environment. From this conception of self‐management, the traditional staff development practice in school can be re‐engineered to maximize opportunities for facilitating teachers’ self‐management and self‐learning. For both pre‐service and in‐service teacher training, the self‐management theory can also bring alternative ideas for reforming teacher education programmes and preparing teachers for quality performance in a changing education environment. The implications should be useful not only to educational organizations but also to other professional organizations.

Journal

Training for Quality – Emerald Publishing

Published: Dec 1, 1997

Keywords: Action learning; Management; Quality; Self‐managed learning; Teachers; Training

References

  • Using self‐assessment as a reflective tool to enhance the student teaching experience
    Anderson, J.B.; Freiberg, H.J.
  • Organizational Learning
    Argyris, C.; Schon, D.
  • Action Science
    Argyris, C.; Putnam, R.; Smith, D.M.
  • Reframing
    Bandler, R.; Grinder, J.
  • Social Foundations of Thought and Action: A Social Cognitive Theory
    Bandura, A.
  • International perspectives on the impact of school‐based management
    Caldwell, B.J.
  • Leading the Self‐Managing School
    Caldwell, B.J.; Spinks, J.M.
  • School Effectiveness and School‐Based Management: A Mechanism for Development
    Cheng, Y.C.
  • A framework for the analysis of educational policies
    Cheng, Y.C.; Cheung, W.M.
  • School management initiative and strategic management
    Cheng, Y.C.; Ng, K.H.
  • School‐based teacher development: a developmental matrix conception
    Cheng, Y.C.; Tam, W.M.