ePrints

Rolling the Stone Uphill: Teacher development and the implementation of Thinking Skills programmes

Lookup NU author(s): Professor David Leat

Downloads

Full text for this publication is not currently held within this repository. Alternative links are provided below where available.

Abstract

Thinking Skills programmes enjoy a periodic popularity and seem to provide an antidote for teachers to the instrumentalism of prescribed curricula as they address more general aims of education. However, along with most other curriculum innovations they usually fail to make a lasting impact or become established within school systems, despite promising evidence of their effects. The article explores the reasons why classrooms are so resistant to the kind of change that Thinking Skills programmes demand through the consideration of a number of constructs of teacher development and the voices of teachers who have been involved in Teaching Thinking interventions. This analysis shows that curriculum development needs to give much closer attention to teacher development if it is to be successful.

Publication metadata

Author(s): Leat D

Publication type: Article

Publication status: Published

Journal: Oxford Review of Education

Year: 1999

Volume: 25

Issue: 3

Pages: 387-403

Print publication date: 01/09/1999

ISSN (print): 0305-4985

ISSN (electronic): 1465-3915

Publisher: Routledge

URL: http://dx.doi.org/10.1080/030549899104053

DOI: 10.1080/030549899104053

Altmetrics

Share