Download or read book Teacher Educators and Their Professional Development written by Ruben Vanderlinde and published by . This book was released on 2021 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on the professional development of teacher educators, forming a definitive and expert resource for all those interested in this area of professional learning. It offers an in-depth overview of existing international research and professional development initiatives in the area of teacher educators' learning. The book highlights relevant research on the topic, identifies the lessons learnt from recent initiatives, and indicates ways forward for teacher educators' professional learning internationally. It provides a unique combination of six years of pan-European collaborative work, resulting in a book with clear relevance and appeal to both academics and practitioners internationally. The book conceptualizes teacher educators' professional development, in order to deepen understanding of how and why learning occurs and conducts empirical research into the professional development needs of teacher educators internationally using quantitative and qualitative methods in order to redress gaps in existing research. This book will be of great interest to academics, researchers and post-graduate students in the fields of teacher education and professional development and learning.
Download or read book Teachers Professional Development written by Sabine Krolak-Schwerdt and published by Brill / Sense. This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Teacher Learning in the Digital Age written by Chris Dede and published by Harvard Education Press. This book was released on 2016-03-29 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: With an emphasis on science, technology, engineering, and mathematics (STEM) training, Teacher Learning in the Digital Age examines exemplary models of online and blended teacher professional development, including information on the structure and design of each model, intended audience, and existing research and evaluation data. From video-based courses to just-in-time curriculum support platforms and MOOCs for educators, the cutting-edge initiatives described in these chapters illustrate the broad range of innovative programs that have emerged to support preservice and in-service teachers in formal and informal settings. “As teacher development moves online,” the editors argue, “it’s important to ask what works and what doesn’t and for whom,” They address these questions by gathering the feedback of many of the top researchers, developers, and providers working in the field today. Filled with abundant resources, Teacher Learning in the Digital Age reveals critical lessons and insights for designers, researchers, and educators in search of the most efficient and effective ways to leverage technology to support formal, as well as informal, teacher learning.
Download or read book Teacher Professional Development for Improving Quality of Teaching written by Bert Creemers and published by Springer Science & Business Media. This book was released on 2012-11-05 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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 improvement purposes are presented and suggestions for further research utilising and expanding the Dynamic Approach for teacher training and professional development are provided.
Download or read book Energizing Teacher Education and Professional Development with Problem Based Learning written by Barbara Levin and published by ASCD. This book was released on 2001-04-15 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can we help both beginning and experienced teachers engage students in today's diverse classrooms? How can we focus on actual problems that teachers face? This book offers a learning tool--problem-based learning (PBL). PBL is an instructional method that encourages learners to use critical thinking and problem solving as they apply content knowledge to real-world problems and issues. Editor Barbara Levin and the book's contributing authors believe that if teachers are to use PBL effectively with their K-12 students, they need to personally experience PBL themselves. Levin provides field-tested examples of how teacher educators have used PBL in many professional development settings. Based on actual PBL units and activities contributed by various authors, the book describes how teachers tackled authentic problems that required them to find, evaluate, and use resources to learn, just as they expect their students to do when using PBL. A brief introduction explains why and how to use PBL with teachers. Chapters 1-5 focus on how the chapter authors used PBL in different teacher preparation courses at several universities. Chapters 6 and 7 show how the authors, working with experienced teachers, used PBL in inservice and staff development settings. The final chapter offers answers to frequently asked questions about using PBL with teachers.
Download or read book New Literacies and Teacher Learning written by Michele Knobel and published by Peter Lang. This book was released on 2016-03-30 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: New Literacies and Teacher Learning examines the complexities of teacher professional development today in relation to new literacies and digital technologies, set within the wider context of strong demands for teachers to be innovative and to improve students’ learning outcomes. Contributors hail from Argentina, Australia, Canada, Finland, Mexico, Norway, and the U.S., and work in a broad range of situations, grade levels, activities, scales, and even national contexts. Projects include early year education through to adult literacy education and university contexts, describing a range of approaches to taking up new literacies and digital technologies within diverse learning practices. While the authors present detailed descriptions of using various digital resources like movie editing software, wikis, video conferencing, Twitter, and YouTube, they all agree that digital «stuff» – while important – is not the central concern. Instead, what they foreground in their discussions are theory-informed pedagogical orientations, collaborative learning theories, the complexities of teachers’ workplaces, and young people’s interests. Thus, a key premise in this collection is that teaching and learning are about deep engagement, representing meanings in a range of ways. These include acknowledging relationships and knowledge; thinking critically about events, phenomena, and processes; and participating in valued social and cultural activities. The book shows how this kind of learning doesn’t simply occur in a one-off session, but takes time, commitment, and multiple opportunities to interact with others, to explore, play, make mistakes, and get it right.
Download or read book Teacher Training and Professional Development Concepts Methodologies Tools and Applications written by Management Association, Information Resources and published by IGI Global. This book was released on 2018-05-04 with total page 2240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Regardless of the field or discipline, technology is rapidly advancing, and individuals are faced with the challenge of adapting to these new innovations. To remain up-to-date on the current practices, teachers and administrators alike must constantly stay informed of the latest advances in their fields. Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications contains a compendium of the latest academic material on the methods, skills, and techniques that are essential to lifelong learning and professional advancement. Including innovative studies on teaching quality, pre-service teacher preparation, and faculty enrichment, this multi-volume book is an ideal source for academics, professionals, students, practitioners, and researchers.
Download or read book Teachers Learning written by Colleen McLaughlin and published by Cambridge University Press. This book was released on 2013 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is part of The Cambridge Teacher series, edited by senior colleagues at the University of Cambridge Faculty of Education, which has a longstanding tradition of involvement in high quality, innovative teacher education and continuing professional development.
Download or read book Exploring Professional Development Opportunities for Teacher Educators written by Leah Shagrir and published by Routledge. This book was released on 2021-07-14 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: Focusing on the partnerships and collaborations between teacher educators and students with regards to faculty members’ professional development, contributors from around the world provide insight into professional development opportunities in the context of teaching and collaborating with students. Contributions from these distinguished scholars come from a broad range of countries and cultures to ensure that the presented studies reveal rich information about diverse systems of teacher education. The studies presented in the book demonstrate how these faculty student partnerships can significantly assist faculty members to develop professionally and produce benefits and impacts on their professional identity. Providing ideas and tools aimed at teacher educators around the world, this book explores partnerships and cooperation as a tool to lead to development and ultimately promotion. This book is a must-read for all researchers, teacher educators and lecturers looking to expand their knowledge of partnerships with students in higher education.
Download or read book Learning Teaching From Teachers Realising The Potential Of School Based Teacher Education written by Hagger, Hazel and published by McGraw-Hill Education (UK). This book was released on 2006-10-01 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume explores the implications of different approaches to helping student teachers to learn from practising teachers. It puts particular emphasis on an approach based on research into that expertise and designed to give student teachers access to it.
Download or read book The Professional Development of Teacher Educators written by Tony Bates and published by Routledge. This book was released on 2014-12-18 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book makes a significant contribution to a hitherto much neglected area. The book brings together a wide range of papers on a scale rarely seen with a geographic spread that enhances our understanding of the complex journey undertaken by those who aspire to become teachers of teachers. The authors, from more than ten countries, use a variety of approaches including narrative/life history, self-study and empirical research to demonstrate the complexity of the transformative search by individuals to establish their professional identity as teacher educators. The book offers fundamental and thoughtful critiques of current policy, practice and examples of established structures specifically supporting the professional development of teacher educators that may well have a wider applicability. Many of the authors are active and leading persons in the international fields of teacher education and of professional development. The book considers: novice teacher educators, issues of transition; identity development including research identity; the facilitation and mentoring of teacher educators; self-study research including collaborative writing, use of stories; professional development within the context of curriculum and structural reform. Becoming a teacher is recognised as a transformative search by individuals for their teaching identities. Becoming a teacher educator often involves a more complex and longer journey but, according to the many travel stories told here, one that can be a deeply satisfying experience. This book was published as a special issue of Professional Development in Education.
Download or read book Teacher Development in Higher Education written by Eszter Simon and published by Routledge. This book was released on 2012-11-27 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: Concerns about the quality of teaching and learning in higher education have given rise to teacher development programs and centers around the world. This book investigates the challenges and complexities of creating instructional development programs for present and future academics. Using case studies from a variety of countries including Estonia, Singapore, the United States and the United Kingdom, it examines issues that are important for higher education researchers as well as higher education managers. The book includes international responses to the need to improve teaching in higher education. It demonstrates many different ways success may be understood, and investigates what factors may influence the results of instructional development. Contributors use these factors to explain program success through theoretical frameworks. This book also provides input for higher-education managers by pointing out how the local context and both institutional and national policy-making may help or hinder the effective preparation of professors for their teaching responsibilities.
Download or read book Outcomes of High Quality Clinical Practice in Teacher Education written by Diane Yendol-Hoppey and published by IAP. This book was released on 2018-07-01 with total page 277 pages. Available in PDF, EPUB and Kindle. Book excerpt: For decades teacher education researchers, organizations, and policy makers have called for improving teacher education by creating clinically based preparation programs (e.g. CAEP, 2013; Goodlad, 1990; Holmes, 1986, 1995; National Association for Professional Development Schools, 2008; National Council for the Accreditation of Teacher Educators, 2001, 2010; Zeichner, 1990). According to the NCATE Blue Ribbon Report (2010), this approach requires extensive opportunities for prospective teachers to connect and apply what they learn from school and university based teacher educators. Similar to preparing medical professionals, clinical practice in teacher education requires the complex and time intensive work of supporting teacher candidate ability to link theory, research, and practice as well as on-going inquiry into best pedagogical practices. Therefore, clinically intensive programs expect prospective teachers to blend practitioner and academic knowledge throughout their programs as "they learn by doing" (NCATE, 2010, p.ii). However, most of the literature to date on clinical practice has been conceptual and often relies on describing program design. The purpose of this book is move past description to study and understand what teacher education programs are learning from research about innovative clinical models of teacher education. Each book chapter highlights research about how programs are studying a variety of outcomes of clinical practice. After an introductory chapter that helps to define and situate clinical practice in teacher education, the book is organized into four sections: (1) Outcomes of New Roles, (2) Outcomes of New Practices, (3) Outcomes of New Coursework/Fieldwork Configurations, and (4) Outcomes of New Program Configurations. The book wraps up with a discussion that looks across the chapters to find common themes, share implications for teacher educators, and set the course for future research.
Download or read book Cultural Historical Perspectives on Teacher Education and Development written by Viv Ellis and published by Routledge. This book was released on 2010-01-21 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers, both in and beyond teacher education programmes, are continual learners. As society itself evolves, new settings and the challenges they provide require new learning. Teachers must continually adapt to new developments that affect their work, including alterations to qualification systems, new relationships with welfare professionals, and new technologies which are reconfiguring relationships with pupils. Cultural-Historical Perspectives on Teacher Education and Development is an international volume which clarifies the purpose of initial (pre-service) teacher education and continuing professional development, and the role of universities and higher education personnel in these processes. An edited collection of chapters by leading researchers from the UK, the US and Europe, it gains coherence from its theoretical orientation and substantive focus on teacher learning. This book: demonstrates the contribution of sociocultural and cultural-historical activity theory (CHAT) towards our understandings of teacher learning offers a strong exemplification of a research focus on teachers as learners in specific sociocultural settings shows what teachers learn, how they learn and where they learn, using specific research examples, in the context of broader interests in the development of professional practice and professional education. As the only volume now available that applies CHAT principles to teacher education and learning, Cultural-Historical Perspectives on Teacher Education and Development will be highly useful for teachers and teacher educators undertaking postgraduate and doctoral studies, particularly in the area of professional learning and development. It will also be of relevance to the continuing development of teachers and other school-based professionals.
Download or read book What Counts as Knowledge in Teacher Education written by James D. Raths and published by Praeger. This book was released on 1999 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The field of education generally, and teacher education particularly, is experiencing some general disquiet with traditional approaches to the identification and classification of knowledge. Formal research studies, long the source of the knowledge base of teaching, is discredited by new ideologies that are based in the women's movement, the multiculturalists, and persons taken up with newer research strategies called naturalistic, ethnographic, or case study approaches. The book is a collection of essays that rehearses the issues facing the field, and addresses them in forthright fashion.
Download or read book Science Teachers Learning written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2016-01-15 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science.
Download or read book Language Teacher Development in Digital Contexts written by Hayriye Kayi-Aydar and published by John Benjamins Publishing Company. This book was released on 2022-01-15 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume demonstrates how various methodologies and tools have been used to analyze the multidimensional, dynamic, and complex nature of identities and professional development of language teachers in digital contexts that have not been adequately examined before. It therefore offers new understandings and conceptualizations of language teacher development and learning in varied digital environments. The collection of pieces illustrates a field that is recognizing that digital environments are the contexts of teacher learning, not simply the object of it, and that issues of identity and agency are central to that learning. As an excellent resource on digital technologies, CALL, gaming, or language teacher identity and agency, the book can be used as a textbook in various applied linguistics courses and graduate seminars.
