Publication Cover
Teacher Development
An international journal of teachers' professional development
Volume 15, 2011 - Issue 3
264
Views
2
CrossRef citations to date
0
Altmetric
Articles

‘You can’t mandate what matters’: bumping visions against practices

&
Pages 305-318 | Received 27 Oct 2009, Accepted 25 Mar 2011, Published online: 05 Oct 2011
 

Abstract

In this study, an American public school principal’s vision of promoting growth in her teachers and students was inspired by the Reggio Emilia approach. Unlike other educational approaches, this approach did not involve a product, i.e., ‘to become Reggio’, and it did not involve a set of rules or mandates. Instead, the principal had her teachers engaging in a process that examined and bumped into their own teaching practices. Through this work, they also tapped into their own identity, worldviews or beliefs, as well as others’ in order to bring greater awareness, congruency, and growth as individual teachers and as a school. Since there is no direct equivalent of the American public school principal in the Italian approach, this study provides a glimpse of one principal’s role in introducing and utilizing the approach for inspiration, exploration and growth.

Notes

1. For a more extensive list, see Gandini (Citation1997).

Log in via your institution

Log in to Taylor & Francis Online

PDF download + Online access

  • 48 hours access to article PDF & online version
  • Article PDF can be downloaded
  • Article PDF can be printed
USD 53.00 Add to cart

Issue Purchase

  • 30 days online access to complete issue
  • Article PDFs can be downloaded
  • Article PDFs can be printed
USD 399.00 Add to cart

* Local tax will be added as applicable

Related Research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.