Teacher Professional Development
Teacher Educators and their Professional Development: Learning from the Past, Looking to the Future by Ruben Vanderlinde, Kari Smith, Jean Murray, Mieke Lunenberg
The book investigates current initiatives and approaches in educational programs. Focusing on research studies and theoretical concepts on innovative projects related to teacher education and professional development programs, this book is a pivotal reference source for academics, professionals, students, practitioners, and researchers.
Handbook of Research on Teacher Education and Professional Development by Christie Martin, Drew Polly
The book investigates current initiatives and approaches in educational programs. Focusing on research studies and theoretical concepts on innovative projects related to teacher education and professional development programs, this book is a pivotal reference source for academics, professionals, students, practitioners, and researchers.
Teacher Professional Development for Improving Quality of Teaching by Bert Creemers, Leonidas Kyriakides, Panayiotis Antoniou
This book makes a major contribution to knowledge and theory by drawing implications of teacher effectiveness research for the field of teacher training and professional development. The first part of the book provides a critical review of research on teacher training and professional development and illustrates the limitations of the main approaches to teacher development such as the competence-based and the holistic approach.
Professional Learning in Education by Aelterman, Antonia; Vanderlinde, Ruben; Tuytens, Melissa; De Wever, Bram
This book presents a model for teachers’ professional development together with the three central themes: (1) professionalism of teacher educators, (2) professional development of (student) teachers, and (3) (student) teacher practices. The different chapters in this book discuss these themes in detail and originated from an open call launched at the ISATT 2013 conference that was organized around the central theme of ‘Excellence of teachers?’. Urgent issues that address practitioners, teacher educators, and researchers are discussed throughout the chapters and general research challenges for teacher education researchers are put forward in the epilogue of this book.
Teachers’ Professional Development Assessment, Training, and Learning / Sabine Krolak-Schwerdt, Sabine Glock, Matthias Böhmer (eds.)
This book synthesizes different facets of teachers‘ assessment competences and highlights the pivotal role of teacher training programs. 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.
Teacher Learning and Leadership: Of, By, and For Teachers by Ann Lieberman, Carol Campbell, Anna Yashkina
Teacher Learning and Leadership asserts that teachers should be put at the center of creating, developing, organizing, implementing, and sharing their own ideas for school change rather than being passive recipients of knowledge from the outside. It argues that there is tremendous potential for the good of students and the professionalization of teaching, when teachers work collaboratively to develop their own and their colleagues’ professional knowledge and practices and are supported by school and system leaders, unions and government.
Continuing Professional Development of Teachers in Finland by Yongjian Li, Fred Dervin
This book examines continuing professional development (CPD) of teachers in Finland. As one of the best-performing countries in terms of education, the Finnish education system is often revered and held up as an example to follow. However, the authors argue that CPD actually constitutes the Achilles’ heel of this ‘miraculous’ system, demonstrating that in fact it is a victim of contradictory discourses and actions among decision-makers, teacher educators and practitioners. Including extensive interviews from CPD providers, teachers and other educational actors, the authors critically discuss the ‘wonders’ of Finnish education, in the process debunking various myths created both inside and outside Finland.
Professional Development for Language Teachers: Strategies for Teacher Learning by Jack C. Richards, Thomas S. C. Farrell
This much-needed text provides a coherent and strategic approach to teacher development Teacher Development for Language Teachers examines ten different approaches for facilitating professional development in language teaching: self-monitoring, support groups, journal writing, classroom observation, teaching portfolios, analysis of critical incidents, case analysis, peer coaching, team teaching, and action research. The introductory chapter provides a conceptual framework. All chapters contain practical examples and reflection questions to help readers apply the approach in their own teaching context.
Teacher Education in the 21st Century Singapore’s Evolution and Innovation
This book examines the evolution and innovation of teacher education in Singapore in the 21st century. It covers teacher education reforms in the conceptualising and implementing of the Teacher Education for the 21st Century (TE21). Teacher education in Singapore focuses on developing professional leaders in the field of education who are proactive problem-solvers and empowered researchers. It entails a long-term vision of education and an innovative approach to develop teachers with design skills and an inquiring mindset to understand learners in the fast-changing digital and mobile world.
Student Voice and Teacher Professional Development: Knowledge Exchange and Transformational Learning by David Morris
This book explores the role of students’ involvement in teacher professional development. Building upon a research study whereby pupils instruct their teachers in the use of Information and Communication Technology (ICT), the author argues that using student voice in this way can result in transformational learning for all those involved. The author presents the processes and experiences of pupils taking on the role of educators as well as the experiences of the teachers receiving such professional development from their students
This book is aimed at new teachers such as those who have recently completed a CELTA or Cert TESOL course. It offers a range of development tips and ideas to help teachers gain confidence in various areas of their practice. These areas include lesson planning, reviewing vocabulary, teaching pronunciation, classroom organization, and getting teens to talk