The Professional Development Of Teachers Practice And Theory
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The Professional Development of Teachers: Practice and Theory
Author: Philip Adey
language: en
Publisher: Springer Science & Business Media
Release Date: 2007-05-08
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.
Teacher Professional Development in Changing Conditions
Author: Douwe Beijaard
language: en
Publisher: Springer Science & Business Media
Release Date: 2005-12-12
This book presents some highlights from the deliberations of the 2003 conference of the International Study Association on Teachers and Teaching (ISATT). Part 1 presents the five keynote addresses of the conference, while Parts 2 through 4 present selected papers related to each of three sub-themes: knowledge construction and learning to teach, perspectives on teachers’ personal and professional lives, and teachers’ workplace as context for learning. The chapters in this book provide an array of approaches to understanding the process of teacher learning within the current context of the changing workplace environment. They also provide an important international perspective on the complex issues revolving around the international educational reform movement. Basically, they show how teachers’ workplace (inside and outside schools) are more than ever subject to continuous change and that, subsequently, standards for teaching must be flexible to these changing conditions. This asks for a redefinition of teacher professionalism in which the role of context in teacher learning is emphasized as well as the improvement of the quality of teacher thinking and learning. Related to the ever-changing context of teaching, a dynamic approach to teaching and teacher learning is required, in which identity development is crucial. Researchers have an important role to play in revealing and explaining how teachers can build their professional identity, through self-awareness and reflection, in the ever-changing educational contexts throughout the world.
Professional Capital
Author: Andy Hargreaves
language: en
Publisher: Teachers College Press
Release Date: 2012-03-09
In this latest and most important collaboration, renowned educators, Andy Hargreaves and Michael Fullan set out a groundbreaking new agenda to transform the future of teaching and public education. Ideas-driven, evidence-based, and strategically powerful, Professional Capital combats the tired arguments and stereotypes of teachers and teaching. It includes action guidelines for classroom teachers, administrators, schools and districts, and state and federal leaders. This is a book that no one connected with schools can afford to ignore.