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Reimagining new approaches in teacher professional development is the focus of this book. It looks at different perspectives of teacher professional development. Most chapters directly or indirectly present and discuss new approaches in teacher professional development in general. The purpose of the book is to inform readers that there are new ways of developing teachers professionally, and to equip readers with the skills needed to teach or behave in a professional manner. The book aims at providing new knowledge about professional development to academics, universities, education authorities, teachers, parents, and governing body members. The authors have diverse perspectives about the issues or aspects pertaining to teacher professional development.
Teachers In-service training. --- Teachers --- In-service training. --- Higher Education --- Social Sciences --- Education --- Social Sciences and Humanities
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Hopkins, Bruce Joyce, Michael Huberman, Matthew Miles, and Virginia Richardson. But we have chosen to present our own experience and empirical data first and then, in Part 3, to show how this experience and data relates to models which have been proposed by others. We will address here methodological issues concerned with collecting and interpreting evidence of relationships amongst the many individual and situational factors associated with PD, and re-visit the arguments about ‘process-product’ research on PD. In the light of our experience, we will interrogate models of PD which have been proposed by others and attempt to move forward our total understanding of the process of the professional development of teachers for educational change. In conclusion, we will look at some current national practice in professional development, concentrating on the recent English experience of introducing ‘strategies’ into schools but referring also, by way of contrast, to the situation in the United States. WHAT’S THE PROBLEM? Why has the professional development of teachers already exercised so many good minds for so long? And how can we justify adding another book to this field? The answer to both questions must lie in the continuing demand from society in general (at least as interpreted by politicians and newspaper editors) for improvements in the quality of education.
Teachers --- School employees --- Enseignants --- Training of. --- Formation --- #PBIB:2004.1 --- Education. --- Teachers - In-service training. --- Teaching. --- Teaching and Teacher Education. --- In-service training --- Professional relationships --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training
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Beroepen --- Enseignement --- Onderwijs --- Professions --- First year teachers --- Youth --- Enseignants débutants --- Jeunes --- Vocational guidance --- Insertion professionnelle --- In-service training --- Lerarenopleiding --- In-service training. --- algemeen --- algemeen. --- Enseignants débutants --- Enseignants --- Identité professionnelle --- Teachers, Training of --- Formation --- Teachers --- Training of. --- Enseignants débutants. --- Insertion professionnelle. --- Identité professionnelle. --- Formation. --- First year teachers - In-service training --- Enseignants débutants. --- Identité professionnelle.
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A central aspect of teachers’ professional knowledge and competence is the ability to assess students’ achievements adequately. Giving grades and marks is one prototypical task in this context. Besides giving grades, assessments for school placements or tracking decisions belong to these tasks. Relevant students’ characteristics which influence teachers’ assessments do not only involve academic achievement but also students’ responses to different task demands as well as non-academic characteristics such as learning motivation or school anxiety. Closely associated with the investigation of teachers’ assessment competences and, more specifically, the investigation of conditions associated with high quality of assessments is the development and evaluation of teacher training programs to improve professional competences. In recent years, there has been considerable progress in the domain of professional teacher training; however, only a very limited number of studies are dedicated to the question to what extend training programs might offer valuable approaches to improve the quality of assessments and to implement high assessment competences. Another important field which is closely related to teachers’ competences concerns the question how teachers’ professional development is linked to students’ learning and learning outcomes. In recent years, the societal demand for evidence that teachers’ professional development will result in improved student learning outcomes is increasing. This volume brings together questions on assessment, training, and learning in the professional development of teachers which have not been fully discussed yet. The identification of these research gaps was the reason for dedicating a series of lectures given at the University of Luxembourg 2012 to the topic of professionalization of teachers in these domains. Therefore, this book contains contributions from outstanding international scholars in different academic disciplines to present ideas about open research questions concerning the domains of assessment, training, and learning in the professional development of teachers.
Effective teaching. --- Teacher effectiveness. --- Teachers -- In-service training. --- Teachers -- Training of. --- Education --- Social Sciences --- Education - General --- Teachers --- Training of. --- Teacher quality --- Teacher education --- Teacher training --- Teachers, Training of --- Education. --- Education, general. --- Teacher effectiveness --- Effective teaching --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training
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This book uses Vygotsky’s cultural-historical theory to provide a unique theorisation of teachers’ professional development as a practice. A practice can be described as the socially structured actions set up to produce a product or service aimed at meeting a collective human need. In this case, collaborative, interventionist work with teachers in two different Australian primary schools sought to simultaneously identify, understand and develop the necessary conditions for supporting the teachers’ development as professionals. The in-depth analysis of this practice provides interesting insight into professional development for teachers at all levels of schooling, and provides strong support for educational researchers, administrators and consultants to reconsider many existing forms of professional learning/development programs. This book supports the contemporary view that professional learning must take place with teachers, rather than be delivered to teachers, but provides an important expansion to current work in this area by arguing that a focus on teachers’ learning of new strategies and principles may still fall short of creating long term change in teachers’ professional practice. By taking a cultural-historical approach, the focus moves to supporting teachers’ development of unified concepts (the intertwining of theoretical and practical aspects) and motives to continue their ongoing development as professionals. This emphasis builds teachers’ capacity to examine and disrupt habitual practices and understand, create and implement thoughtful and sustainable transformations in all areas of their professional life. This book therefore builds upon the ongoing conversation about professional learning and development, offering a new framework for researching, understanding and developing this critical practice.
Career development. --- Education. --- Teachers -- In-service training. --- Teachers -- Training of. --- Education --- Social Sciences --- Education - General --- Theory & Practice of Education --- Teachers --- In-service training. --- Training of. --- Teacher education --- Teacher training --- Teachers, Training of --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Career advancement --- Career ladder --- Career management --- Career planning --- Development, Career --- Development, Professional --- Employee development --- Organizational career development --- Professional development --- Personnel management --- Vocational guidance
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Teacher Professional Learning in an Age of Compliance: Mind the Gap examines ways in which practice-based inquiry in educational settings, in a number of different countries and contexts, can transcend current ways of working and thinking such that authentic professional learning is the result. The authors contend that education policy, under pressure from a number of quarters, is retreating into a standardized, audited, and backward-looking arena, with the advances of more progressive educational philosophy being rolled back. In an age where practitioner inquiry and action research have often been ‘hijacked’ for the purposes of broad-based policy implementation, this book offers a rationale for reclaiming the critical edge so fundamental to inquiry-based professional learning. It examines the potential of inquiry-based forms of teacher professional learning to contribute to the growth of professional knowledge for and about teachers’ work. The authors intend that the book will assist in building new forms of professional knowledge that go beyond the current compliance model – engineered from less enduring materials – to inform a new model with its foundations in a strong ethical and moral framework. They also believe that this new model, if implemented, will help to reverse today’s conservative educational trends and make teacher professional development a force for genuine progress once again. They have consciously moved away from the celebratory tone of much of the academic reporting of teacher professional learning, adopting instead a genuinely critical edge. In covering a wide range of policies and practices from across the international spectrum, they have allowed themselves the freedom to engage in serious epistemological arguments about the nature of professional knowledge, as well as how it is constructed and employed.
Action research in education. --- Teachers --In-service training. --- Teachers --Training of. --- Teachers --- Action research in education --- Education, Special Topics --- Theory & Practice of Education --- Education --- Social Sciences --- In-service training --- Training of --- In-service training. --- Training of. --- Teacher education --- Teacher training --- Teachers, Training of --- Education. --- Educational policy. --- ducation and state. --- Educational sociology. --- Education and sociology. --- Sociology, Educational. --- Professional & Vocational Education. --- Educational Policy and Politics. --- Learning & Instruction. --- Sociology of Education. --- Research
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This book presents inservice teacher educators’ accounts of systematic inquiry into their practice in a variety of contexts throughout New Zealand. The importance of purposeful networks of practice at all levels of a system in supporting education change and improvement is a theme across the chapters. The contributors describe the challenges and successes associated with working in professional learning and development in ways that aim to improve outcomes for teacher educators, teachers and students. Their accounts illuminate the importance of a research and development approach that enables the generation and application of new knowledge and, more importantly, enables all contributors to be learners. Each of the authors describes their role in investigating the effectiveness of inservice teacher educator practice, as part of the overall project that endeavoured to improve practice for the future. Included are processes created for Maori (indigenous) settings where cultural metaphors were used to frame investigations of practice. The book makes an important contribution to our knowledge base about effective inservice teacher educator practice and its influence on classroom practice. The book will appeal to teacher educators interested in examining the fit between their practices and their goals in helping teachers to build knowledge and practice, including those working in indigenous settings. It will also be of interest to policy makers and evaluators involved in system-level change. …a well organised and carefully argued text that offers compelling evidence for an integrated approach to project management, practice, research and evaluation (J. John Loughran, Series Editor).
Education. --- Teacher educators -- New Zealand. --- Teachers -- In-service training -- New Zealand. --- Education --- Social Sciences --- Theory & Practice of Education --- Teachers --- Sciences sociales. --- Training of --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- Teaching. --- Teaching and Teacher Education. --- School employees --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Children --- Education, Primitive --- Education of children --- Human resource development --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- New Zealand.
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The premise of the 15th ICMI Study is that teachers are key to students' opportunities to learn mathematics. What teachers of mathematics know, care about, and do is a product of their experiences and socialization, together with the impact of their professional education. The Professional Education and Development of Teachers of Mathematics assembles important new international work- development, research, theory and practice - concerning the professional education of teachers of mathematics. As it examines critical areas to reveal what is known and what significant questions and problems warrant collective attention, the volume also contributes to the strengthening of the international community of mathematics educators. Preparing and maintaining a high-quality, professional teaching force that can teach mathematics effectively and prepare youth for a future of social responsibility is a worldwide challenge. As such, systems of teacher education, both initial and continuing, are essential to the success of mathematics educators and their students. More international exchange of knowledge and information about the professional development would certainly benefit both groups, and this volume seeks to address the need. The Professional Education and Development of Teachers of Mathematics offers a cross-cultural conversation about mathematics teacher education in mathematics around the world with attention given to research, theory, practice and policy.
Mathematics -- Study and teaching. --- Mathematics teachers -- In-service training. --- Mathematics teachers -- Training of. --- Mathematics teachers --- Mathematics --- Education --- Physical Sciences & Mathematics --- Social Sciences --- Mathematics Teaching & Research --- Education, Special Topics --- Mathematical Theory --- Training of --- In-service training --- Study and teaching --- Training of. --- In-service training. --- Study and teaching. --- Teacher training --- Education. --- Teaching. --- Mathematics Education. --- Teaching and Teacher Education. --- Teachers --- Mathematics. --- Math --- Science --- Mathematics—Study and teaching . --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training
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Formation des enseignants --- Lerarenopleidingen --- Teachers --- Educational evaluation --- Enseignants --- Evaluation en éducation --- Training of --- Formation --- Physical education teachers --- Physical education and training --- In-service training --- Study and teaching --- Centre universitaire pour la formation continue en l'éducation physique de l'enseignement catholique en Belgique francophone --- #SMV:agogiek --- Schoolbooks - Didactic material --- Evaluation en éducation --- Physical educators --- Athletic training --- Education, Physical --- P.E. (Physical education) --- PE (Physical education) --- Phy ed --- Phys ed --- Physical culture --- Physical training --- Sports --- Sports training --- Training, Physical --- Education --- Athletics --- Exercise --- Gymnastics --- Training --- CUFOCEP --- Physical education teachers - In-service training - Belgium - Case studies --- Physical education and training - Study and teaching - Belgium - Case studies
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Given the emphasis on transforming professional work through the adoption of enquiry-based and trans-disciplinary approaches to service development, there is an urgent need for those involved in professional education to develop a robust understanding of how changes in practice occur. A more inclusive approach to the analysis of the processes involved across the varied and interrelated contexts in which they occur is thus very timely. In this book, Jenny Reeves sets out to explore the gap between the experience of professional learning as an interactive, dynamic and socially contextualised process, and descriptions that are often individualistic, overly linear and largely context-free. She makes the claim that this disjuncture is the outcome of modes of enquiry that concentrate on limited selections of the available data. Adopting a relational approach to describing practice-based professional development, including graphical means for exploring the spaces produced by the activity, provides a very different picture. It creates a basis for representing the complex movements, relationships and interactions between people and things that occur during professional learning. It also provides a productive approach to describing the exchange and creation of professional knowledge across different contexts over time. By building a picture of the ephemeral spaces and connections that educating activities produce, mapping relational space allows those engaged in professional education to think rather differently about how professional learning and changes in knowledge and practice may be understood, supported and developed.
Education. --- Professional & Vocational Education. --- Administration, Organization and Leadership. --- Teaching and Teacher Education. --- Education --- Professional education. --- Teachers -- In-service training. --- Teachers --- Education, Special Topics --- Theory & Practice of Education --- Social Sciences --- Training of --- School management and organization. --- School administration. --- Teaching. --- Vocational education. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Management --- Organization --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher --- Inspection --- Management and organization --- Professional and Vocational Education. --- Organization and Leadership. --- Training of. --- Teacher education --- Teacher training --- Teachers, Training of
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