(Ebook PDF) The Professional Development of Teachers Practice and Theory The Professional Development of Teachers Practice and Theory 1st edition by Philip Adey 1402020066 978-1402020063 full chapters

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ISBN-10 ‏ : ‎ 1402020066

ISBN-13 ‏ : ‎ 978-1402020063

Author :   Philip Adey

Hopkins, Bruce Joyce, Michael Huberman, Matthew Miles, and Virginia Richardson. But we have chosen to present our own experience and empirical data first and then, in Part 3, to show how this experience and data relates to models which have been proposed by others. We will address here methodological issues concerned with collecting and interpreting evidence of relationships amongst the many individual and situational factors associated with PD, and re-visit the arguments about ‘process-product’ research on PD. In the light of our experience, we will interrogate models of PD which have been proposed by others and attempt to move forward our total understanding of the process of the professional development of teachers for educational change. In conclusion, we will look at some current national practice in professional development, concentrating on the recent English experience of introducing ‘strategies’ into schools but referring also, by way of contrast, to the situation in the United States. WHAT’S THE PROBLEM? Why has the professional development of teachers already exercised so many good minds for so long? And how can we justify adding another book to this field? The answer to both questions must lie in the continuing demand from society in general (at least as interpreted by politicians and newspaper editors) for improvements in the quality of education.

 

The Professional Development of Teachers Practice & Theory The Professional Development of Teachers Practice and Theory 1st Table of contents:

Evolving Principles: Experience of Two Large Scale Programmes

Professional Development for Cognitive Acceleration: Initiation

Professional Development for Cognitive Acceleration: Elaboration

Measurable Effects of Cognitive Acceleration

Testing an Implementation Model

A Long-Term Follow-up of some Case Schools

Teachers in the School Context

Making the Process Systemic: Evaluation of an Authority Programme

Researching Professional Development: Just How Complex is It?

Elaborating the Model

Evidence-Based Policy?

 

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