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Bert Creemers; Leonidas Kyriakides; Panayiotis Antoniou:

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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. T… mais…

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Bert Creemers, Leonidas Kyriakides, Panayiotis Antoniou:

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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 … mais…

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Teacher Professional Development for Improving Quality of Teaching
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9789400752078

Dados detalhados do livro - Teacher Professional Development for Improving Quality of Teaching


EAN (ISBN-13): 9789400752078
ISBN (ISBN-10): 9400752075
Ano de publicação: 2012
Editor/Editora: Springer Netherland
262 Páginas
Língua: eng/Englisch

Livro na base de dados desde 2012-12-10T21:19:34+00:00 (Lisbon)
Página de detalhes modificada pela última vez em 2023-12-01T11:01:46+00:00 (Lisbon)
Número ISBN/EAN: 9789400752078

Número ISBN - Ortografia alternativa:
94-007-5207-5, 978-94-007-5207-8
Ortografia alternativa e termos de pesquisa relacionados:
Autor do livro: leo antoni, creemers, cree, leonida, cré leon, leonidas
Título do livro: professional development, teaching quality

Dados da editora

Autor: Bert Creemers; Leonidas Kyriakides; Panayiotis Antoniou
Título: Teacher Professional Development for Improving Quality of Teaching
Editora: Springer; Springer Netherland
262 Páginas
Ano de publicação: 2012-11-05
Dordrecht; NL
Língua: Inglês
160,49 € (DE)
165,00 € (AT)
189,00 CHF (CH)
Available
XVIII, 262 p.

EA; E107; eBook; Nonbooks, PBS / Pädagogik/Bildungswesen; Lehrerausbildung; Verstehen; competences; competency-based approach to teacher training; constructivism; critical reflection; direct teaching; dynamic approach to teacher training; dynamic model; educational effectiveness research; evaluation of teacher training; learning and instruction; learning to teach; mastery learning; policy and practice; professional development programmes; quality of teaching; student learning; teacher behaviour; teacher development; teacher developmental stages; teacher education; teacher effectiveness; teacher effectiveness research; teacher factors; teacher training and professional development; teaching and learning; teaching practices; teaching skills; B; Teaching and Teacher Education; Instructional Psychology; Assessment and Testing; Organization and Leadership; Education; Pädagogische Psychologie; Pädagogik: Prüfungen und Beurteilungen; Bildungswesen: Organisation und Verwaltung; BC

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. A dynamic perspective to policy and practice in teacher training and professional development is advocated. The second part of the book provides a critical review of research on teacher effectiveness. The main phases of this field of research are analysed. It is pointed out that teacher factors are presented as being in opposition to one another. An integrated approach in defining quality of teaching is adopted. The importance of taking into account findings of studies investigating differential teacher effectiveness is argued. Another significant limitation of this field of research is that the whole process of searching for teacher effectiveness factor was not able to have a significant impact upon teacher training and professional development. For this reason it is advocated that teacher training and professional development should be focused on how to address grouping of specific teacher factors associated with student learning and on how to help teachers improve their teaching skills by moving from using skills associated with direct teaching only to more advanced skills concerned with new teaching approaches and differentiation of teaching. The book refers to studies conducted in different countries illustrating how the proposed approach can be used by policy and practice in teacher education. Specifically, the book provides evidence supporting the validity of the theoretical framework upon which this approach is based. Moreover, experimental and longitudinal studies supporting the use of this approach for improvementpurposes are presented and suggestions for further research utilising and expanding the Dynamic Approach for teacher training and professional development are provided.

Preface.- List of Figures.- List of Tables.- PART 1: Research on Teacher Training and Professional Development.- PART 2: Main Foundations of Research on Teacher Effectiveness.- PART 3: Combining Teacher Effectiveness Research with Research on Teacher Training and Professional Development.- References. – Index.

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. A dynamic perspective to policy and practice in teacher training and professional development is advocated. The second part of the book provides a critical review of research on teacher effectiveness. The main phases of this field of research are analysed. It is pointed out that teacher factors are presented as being in opposition to one another. An integrated approach in defining quality of teaching is adopted. The importance of taking into account findings of studies investigating differential teacher effectiveness is argued. Another significant limitation of this field of research is that the whole process of searching for teacher effectiveness factors was not able to have a significant impact upon teacher training and professional development. For this reason it is advocated that teacher training and professional development should be focused on how to address grouping of specific teacher factors associated with student learning and on how to help teachers improve their teaching skills by moving from using skills associated with direct teaching only to more advanced skills concerned with new teaching approaches and differentiation of teaching. The book refers to studies conducted in different countries illustrating how the proposed approach can be used by policy and practice in teacher education. Specifically, the book provides evidence supporting the validity of the theoretical framework upon which this approach is based. Moreover, experimental and longitudinal studiessupporting the use of this approach for improvement purposes are presented and suggestions for further research utilising and expanding the Dynamic Approach for teacher training and professional development are provided.
Offers a seminal contribution to current knowledge and theory by integrating research on teacher effectiveness and professional development for the first time Distinctively refers to teacher factors that emerged from the different main approaches to effective teaching instead of focusing on only one Provides both sound theoretical background and suggestions for practice on effective teacher training and professional development programmes Presents valuable suggestions on how further research can be conducted to expand this approach
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