QQCWB

GV

Professional Development In Education: Vol 50, No 2

Di: Ava

Although reflection is recognized as a driving force for teachers‘ professional development, which is the reason for its incorporation into Initial Teacher Education (ITE), there is still little clarity about its effects on teachers‘ professional development. Home All Journals Education Professional Development in Education List of Issues Volume 50, Issue 5 Re-professionalisation or de-professiona .

Professional Development in Education: Vol 46, No 1

Contraceptive Transitions: Explanations and Evidence: Population and ...

Abstract Professional learning communities are receiving increasing attention within the schooling sector but empirical research into their development and use within early childhood education contexts is rare. This paper reports initial findings of an exploratory study into the development of professional learning communities in New Zealand’s early childhood

All journal articles featured in Professional Development in Education vol 46 issue 1

Professional Development in Education Volume 38, 2012 – Issue 2: Teacher leadership and professional development: perspectives, connections and prospects 5,504 Professional Development in Education Volume 35, 2009 – Issue 2: Professionalism and Professional Development 1,084

Published in Professional Development in Education (Vol. 40, No. 5, 2014)

The findings are interpreted in terms of teachers’ intrinsic and extrinsic motivations to engage in professional development and whether their developmental aspirations concern their professionalism as teachers or their careers within the education system. The area of teachers‘ continuing professional development (CPD) is of growing interest internationally. However, while an increasing range of literature focuses on particular aspects of CPD, there is a paucity of literature addressing the spectrum of CPD models in a comparative manner. ABSTRACT In this article, we analyse teacher professional development in five European countries (Italy, Germany, France, England and Finland), comparing their approaches to teacher professional learning and development (PLD). We performed this task using a general framework based on what several studies highlighted so far as key-features in educational

  • Professional Development in Education: Vol 46, No 4
  • Understanding professional learning in and for practice
  • Professional Development in Education: Vol 38, No 2
  • The challenge of keeping teacher professional development relevant

Phalanx presents a cross-section of important current research, meetings reports, MORS news and informative oral histories. It is also an excellent advertising Against this background I analyse the specific nature of teacher judgement in education and show how the space for teacher judgement is being threatened by recent developments in educational policy and practice that concern the status of the student, Home All Journals Education Professional Development in Education List of Issues Volume 50, Issue 1 School leader perception of control and .

Professional Development in Education: Vol 38, No 2

Professional Development in Education Volume 38, 2012 – Issue 2: Teacher leadership and professional development: perspectives, connections and prospects 6,594 Abstract Teachers need professional development to keep current with teaching practices, although costs for extensive professional development can be prohibitive across an education system. Mentoring provides one way for embedding cost

Professional development is important for all teachers to improve the quality of teaching. This study is aimed to investigate the trends of professional development strategy and learning outcome The purpose of this study was to create a new scale with a validated construct to measure professional identity development in students being prepared to become new practitioners. Using the new sur ABSTRACT This article describes the challenge of engaging educators in professional development (PD) that is timely and relevant to their work, and effective in stimulating instructional changes to improve student learning.

J-KICS

The purpose of this study is to describe the professional development needs and activities of 61 teacher educators across six national jurisdictions (England, Ireland, Israel, Norway, Scotland and The Netherlands) and to reveal influencing factors and affordances conducive to professional development.

This article provides a theoretical discussion of the process of developing a professional code of ethics for teachers. Two underlying assumptions pervade the article. Firstly, that increased awareness of the ethical dimensions and responsibilities of teaching is essential for both enhanced professionalism and, more significantly Teachers’ professional development (PD) is crucial to improving student outcomes. Because PD involves a multidimensional structure and changes across Abstract This article considers the nature of professional development, how it occurs in individuals, and how educational leaders and managers can facilitate professional development for the purpose of school improvement.

The vast literature on teacher professional development (PD) often assumes that the success of a PD programme should be measured by the extent to which the participating teachers accept and adopt, This paper will firstly consider an overarching framework of professional relationships and define characteristics, roles and expected tasks of a critical friend, noting that the development of trust is central to both. Whether they are motivated to seek formal professional development as additional qualifications in this area, however, depends on many factors. Alignment between the specific professional development needs of out-of-field teachers and the planned learning experiences is essential to maximise sustained learning and applicability to

Professional Development in Education: Vol 49, No 1

All journal articles featured in Professional Development in Education vol 47 issue 4 All journal articles featured in Professional Development in Education vol 49 issue 1 Addressing issues that arise out of this lacuna of neglect, through short vignettes drawn from research interviews with education professionals, the author highlights recognition of something as ‘a better way’ as essential to the micro-level professional development process.

This article explores the impact of continuous professional development (CPD) on teaching quality. The article provides a comprehensive overview ofCPD, focusing on pedagogical skills, classroom

Published in Professional Development in Education (Vol. 37, No. 2, 2011)

Abstract This article reflects on my 2005 article in this journal, entitled ‘Models of Continuing Professional Development: a framework for analysis’. Having been invited to reflect on the original article as part of Professional Development in Education ’s 40th anniversary celebrations, I have taken the opportunity not only to reflect on the structure and content of the

Weiner, G. (2002) Professional Development, Teacher Education, Action research and Social Justice: a recent initiative in North Sweden, paper presented at the Annual Conference, In-service and Professional Development Association, Birmingham, 1-3 November 2002.

ABSTRACT This article presents findings from a study examining teacher talk in the early and late phases of a 4-year project in a Norwegian elementary school where Lesson Study was used as a method for professional development. The study focuses on inclusive and adapted education and aims to explore the changing beliefs about student needs and the