Toward a Theory of Generative Change: In Culturally and Linguistically Complex Classrooms - Ball, Arnetha; American Educational Research Association (Graduate School of Education Open Archive, 2009)
This article situates the preparation of teachers to teach in culturally and linguistically complex classrooms in international contexts. It investigates long-term social and institutional effects of professional development and documents processes that facilitate teachers' continued learning. Data from a decade-long study of U.S. and South African teachers supported a model of generative change that explained how professional development could be internalized by teachers, subsequently serving as a heuristic to help them organize their individual programs of instruction. Drawing primarily on two case studies, this article documents teachers' development of generative knowledge and illustrates how they drew on that knowledge in thinking about students and teaching. The results were to facilitate generative thinking on the part of their students as well.
Ball, A. (2009). Toward a theory of generative change: In culturally and linguistically complex classrooms. American Educational Research Journal, 46(1).
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Keywords: article; culturally and linguistically complex classrooms; generative change; professional development; writing as a pedagogical tool