Teacher Professional Development for Improving Quality of Teaching [electronic resource] / by Bert Creemers, Leonidas Kyriakides, Panayiotis Antoniou.
Erişim Adresi
ISBN
9789400752078
Dil Kodu
İngilizce
Yer Numarası
DK/13276
Yazar
Basım Bildirimi
1st ed. 2013.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 2013.
Fiziksel Niteleme
XVIII, 262 p. online resource.
İçindekiler Notu
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.
Özet, vb.
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.
Konu
Teachers __ Training of.
Learning, Psychology of.
Educational tests and measurements.
School management and organization.
School administration.
Teaching and Teacher Education.
Instructional Psychology.
Assessment and Testing.
Organization and Leadership.
Learning, Psychology of.
Educational tests and measurements.
School management and organization.
School administration.
Teaching and Teacher Education.
Instructional Psychology.
Assessment and Testing.
Organization and Leadership.
Diğer Yazarlar
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
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338 |aonline resource|bcr|2rdacarrier
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505 0 |aPreface -- 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.
520 |aThis 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.
650 0|aTeachers|xTraining of.
650 0|aLearning, Psychology of.
650 0|aEducational tests and measurements.
650 0|aSchool management and organization.
650 0|aSchool administration.
650 14|aTeaching and Teacher Education.
650 24|aInstructional Psychology.
650 24|aAssessment and Testing.
650 24|aOrganization and Leadership.
700 1 |aKyriakides, Leonidas.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
700 1 |aAntoniou, Panayiotis.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789400752061
776 08|iPrinted edition:|z9789400752085
776 08|iPrinted edition:|z9789400795419
856 40|uhttps://doi.org/10.1007/978-94-007-5207-8
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
001 812019
003 TR_AnAIT
005 20260131003824
007 cr nn 008mamaa
008 121116s2013 ne | s |||| 0|eng d
020 |a9789400752078|9978-94-007-5207-8
024 7 |a10.1007/978-94-007-5207-8|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB1705-2286
072 7|aJNMT|2bicssc
072 7|aEDU053000|2bisacsh
072 7|aJNMT|2thema
082 04|a370.711|223
090 |aDK/13276
100 1 |aCreemers, Bert.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aTeacher Professional Development for Improving Quality of Teaching|h[electronic resource] /|cby Bert Creemers, Leonidas Kyriakides, Panayiotis Antoniou.
250 |a1st ed. 2013.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2013.
300 |aXVIII, 262 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
505 0 |aPreface -- 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.
520 |aThis 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.
650 0|aTeachers|xTraining of.
650 0|aLearning, Psychology of.
650 0|aEducational tests and measurements.
650 0|aSchool management and organization.
650 0|aSchool administration.
650 14|aTeaching and Teacher Education.
650 24|aInstructional Psychology.
650 24|aAssessment and Testing.
650 24|aOrganization and Leadership.
700 1 |aKyriakides, Leonidas.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
700 1 |aAntoniou, Panayiotis.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789400752061
776 08|iPrinted edition:|z9789400752085
776 08|iPrinted edition:|z9789400795419
856 40|uhttps://doi.org/10.1007/978-94-007-5207-8
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
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