Teacher Change And Development
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Teacher Change And Development
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Author : Paula R. Villia
language : en
Publisher: Nova Publishers
Release Date : 2006
Teacher Change And Development written by Paula R. Villia and has been published by Nova Publishers this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006 with Education categories.
If the future of any society can be pinpointed, it is with the teachers who help form the citizens of tomorrow. Sometimes their impact is equal to the parents and sometimes surpasses it by not a small measure. But how must teachers change to be sure that they move with the times and do not lose that role in society? This book delves into this issue.
Teacher Development And Educational Change
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Author : Michael Fullan
language : en
Publisher: Routledge
Release Date : 2014-02-04
Teacher Development And Educational Change written by Michael Fullan and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-02-04 with Education categories.
This work traces the link between teacher development and educational change. Each chapter expands on some aspect of teacher development and points to directions for reform and the improvement of practice. They draw upon work carried out in Canada, England and the United States.
How Teachers Change
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Author : Cristine A. Smith
language : en
Publisher:
Release Date : 2009
How Teachers Change written by Cristine A. Smith and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with Education categories.
This book deals with the most important individual, professional development, program, and system factors that influence the type and amount of teacher change. This study was conducted primarily to help professional development decision-makers plan and deliver effective professional development, and to understand the factors that influence how teachers change as a result of professional development. How do practitioners change as a result of participating in one of three different models of professional development, and what are the most important factors that influence (support or hinder) this change?
Teacher Empowerment Toward Professional Development And Practices
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Author : Ismail Hussein Amzat
language : en
Publisher: Springer
Release Date : 2017-04-22
Teacher Empowerment Toward Professional Development And Practices written by Ismail Hussein Amzat and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-04-22 with Education categories.
This book gathers a range of contributions from researchers and practitioners across borders with an emphasis on theoretical arguments and empirical data concerning teacher empowerment. It propels readers to explore powerful teaching practices that can further advance the profession as a continuing priority in the system when appropriately utilized. Further, it strives to capture teachers’ readiness to improve their professional skills and responsive practices as a form of accountability for their teaching and students’ learning, two aspects that are increasingly being judged by various stakeholders. The book argues that teachers’ autonomous participation and engagement in relevant decision-making activities and equitable access to continuing professional development opportunities are and should remain major priorities.
Developing Teachers
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Author : Chris Day
language : en
Publisher: Routledge
Release Date : 2002-01-04
Developing Teachers written by Chris Day and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2002-01-04 with Education categories.
Effective schools or improving schools are fashionable terms in the rhetoric of recent education movements, yet the heart of these movements is often more to do with teaching quality than with school practice. This book takes a holistic view of teacher development, examining the contexts and conditions of teaching: school leadership and culture; teachers' lives and histories; change; teacher learning, competence and expertise; and the moral purposes of teaching. Day looks at the conditions under which teacher development may be enhanced, and brings together research and other information, from the UK and overseas.
How Teachers Change
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Author : Cristine Smith
language : en
Publisher:
Release Date : 2003
How Teachers Change written by Cristine Smith and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2003 with categories.
This study investigated how adult education teachers changed after participating in one of three different models of professional development (multisession workshop, mentor teacher group, or practitioner research group), all on the same topic of learner persistence. The study also investigated the most important individual, professional development, program, and system factors that influenced the type and amount of teacher change. This study was conducted primarily to help professional development decision-makers plan and deliver effective professional development, and to understand the factors that influence how teachers change as a result of professional development. Overall, teachers who gained the most from participating in professional development were those who: worked more hours in adult education, had well-supported jobs (good benefits, ample prep time, paid professional development release time), had a voice in decision-making in their programs, had their first teaching experience in adult education, were relatively new to the field, had more access to colleagues, did not have an advanced degree (above Bachelor's), and participated for more hours in high-quality professional development. [For the full report, see ED508607.].
Teacher Professional Development In Changing Conditions
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Author : Douwe Beijaard
language : en
Publisher: Springer Science & Business Media
Release Date : 2005-12-12
Teacher Professional Development In Changing Conditions written by Douwe Beijaard and has been published by Springer Science & Business Media this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005-12-12 with Education categories.
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.
Developing Teachers Assessment Capacity
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Author : Christopher DeLuca
language : en
Publisher: Routledge
Release Date : 2019-12-13
Developing Teachers Assessment Capacity written by Christopher DeLuca and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-12-13 with Education categories.
Given the academic benefits of assessment-driven teaching, and the growing accountability context of educational systems around the world, there is a rapidly developing need to educate teachers in effectively using assessments to promote, monitor, and report on student learning. However, assessment has historically been a neglected area in teacher education programmes, and empirical research has consistently shown assessment as an area of challenge for many teachers. While there is an increased focus across teacher education and professional literature on enhancing the assessment capacity of educators, there remains little empirical research on innovative and data-based strategies to effectively achieve this goal. The purpose of this text is to consolidate existing research on assessment education and to provoke innovative and effective approaches to educating teachers and teachers-in-training about assessment. Given the dearth of relevant research, this text also considers the matter of retention and extension of initial assessment learning into teaching careers. Combined, the articles in this text provide a foundation for novel thinking about developing teachers’ assessment capacity from pre-service to in-service contexts. This book was originally published as a special issue of Assessment in Education.
Teaching To Prepare Advocates
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Author : Mike Yough
language : en
Publisher: Emerald Group Publishing
Release Date : 2022-10-24
Teaching To Prepare Advocates written by Mike Yough and has been published by Emerald Group Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022-10-24 with Education categories.
This volume helps instructors advocate for educational psychology principles and practices, and empower marginalized students. It covers intercultural competency, professional learning communities, inquiry learning, universal design, student self-advocacy, LGBTQ+ allyship, bullying victims, and mental health support.
The Process Of Teacher Change
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Author : Nancy E. Schaefer
language : en
Publisher:
Release Date : 2004
The Process Of Teacher Change written by Nancy E. Schaefer and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004 with Teachers categories.
Abstract: Helping teachers access new knowledge about how students learn and developing teachers with skills to continually access new knowledge must become goals for professional development. As we learn more about how people learn mathematics, teachers must be able to access and utilize that knowledge without having to undergo another season of reform. Thus, in keeping with reform themes, professional development opportunities should develop teachers who reflect on their practices, search out solutions to identified problems, and use multiple tools to assess the effectiveness of those solutions. Full understanding and implementation of the process will assist teachers in initiating changes on their own. One goal of this study was to document changes that four middle school mathematics teachers made during and after a two-year reform-minded professional development program, and to understand the motivations behind those changes. A second goal was to understand how these professional development practices promote the practice of self-generative change. This goal was accomplished by comparing the teachers' experiences to the proposed cycle of change, a model promoting the practice of self-generative change. The data included documents and videotapes collected during the professional development program, and observations of the teachers' classrooms and interviews with the teachers two years after the program. This study found that the reform-minded professional development practices utilized in the program did result in changes in all four teachers' teaching practices. All of the teachers made changes during the program that matched the goals of the professional development program, but one of the teachers made most of her changes two years after participating in the program. The generation of continuous change depended on the kinds of feedback the teachers used in the process of making change, and on the teachers' abilities to self-regulate their teaching. Self-generative change was also dependent upon the teachers' ability to accept responsibility for their successes and on the establishment of a method for determining goals. The beliefs and knowledge of the teachers impacted the amount and kinds of changes the teachers were able to make and their ability to continue the change process on their own.