What happens after a teacher attends a training programme? The inaugural issue explores how schools can transform teacher professional development from isolated training events into a culture of continuous professional learning.
What happens after a teacher attends a training programme? Does classroom practice change? Do students experience better learning? Does the school learn from the evidence? Or does professional development end with attendance, feedback, and a certificate?
Volume 1 of The Venugopal Bere Educational Review explores one of the most consequential questions in contemporary school education: how can schools transform teacher professional development from isolated training events into a culture of continuous professional learning?
Drawing upon educational research, India's evolving policy context, and school-leadership practice, the volume explores the relationship between teacher learning, classroom practice, instructional leadership, professional collaboration, reflective practice, student-learning evidence, and continuous school improvement.
Inside this volume: Research Foundations, on what major research perspectives tell us about effective teacher professional learning; From Policy to Practice, connecting NEP 2020 and NCF-SE 2023 with everyday school practice; Leadership in Action, on moving from administrative supervision towards instructional leadership and coaching; The Bere Professional Learning Framework, an integrated eight-stage framework for connecting teacher development with continuous school improvement; From Framework to Action, with practical tools, reflection questions, implementation strategies, and a 90-day improvement approach; and Research to Practice, turning educational evidence into questions and actions that schools can actually use.
This issue is written for the educator who asks: how can we make professional development actually change classroom practice? How can classroom observation become professional learning? How can teachers learn more effectively from one another? How can school leaders build collective professional capacity? How can we connect teacher development with evidence of student learning? How can a school become an organisation that continually learns?
“The most important investment a school can make is not simply in what teachers have. It is in what teachers are continually becoming.”
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