Teacher Professional Development in Changing Conditions

Author: Douwe Beijaard
Publisher: Springer Science & Business Media
ISBN: 140203699X
Format: PDF, Kindle
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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.

Hidden Dimensions in the Professional Development of Mathematics Teachers In Service Education for and With Teachers

Author: B. Roesken
Publisher: Springer Science & Business Media
ISBN: 9460914330
Format: PDF
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Professional development is often determined by black and white thinking. Either issues are considered as being good or bad, or statements like teachers should or teachers must are transported. However, it is easily forgotten from which perspective the judgment is taken, surely it is not the teacher’s one. Profoundly respecting and cherishing the teachers and their needs, allows for arriving at a vision of professional development that is for and with teachers, instead being simply about them. This book presents the field of mathematics teacher professional development both from a theoretical and an empirical perspective. In particular, the initiative Mathematics Done Differently that has been run in Germany is presented, in whose context the data of the empirical study was gathered. The empirical findings led to postulating a model describing teachers’ individual growth pathways and to providing implications for constructing practices that are based on what teachers really need.

From Teacher Thinking to Teachers and Teaching

Author: Cheryl J. Craig
Publisher: Emerald Group Publishing
ISBN: 1781908508
Format: PDF, ePub
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This volume covers advances that have occurred in the thirty year existence of the International Study Association on Teachers and Teaching (ISATT), the organization that helped transition the study of teacher thinking to the study of teachers and teaching in all of its complexities.

Professional Development in Higher Education

Author: Gill Nicholls
Publisher: Routledge
ISBN: 1135377022
Format: PDF, Mobi
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Staff development and teaching accreditation is becoming a reality in UK higher education teaching. This volume explores the implications of continued professional development and institutions such as the ILT, outlining the options and approaches to professional development.

From Intensified Work to Professional Development

Author: Jan Löwstedt
Publisher: Peter Lang
ISBN: 9789052010632
Format: PDF, ePub
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The book gives a European perspective on issues relating to teachers' professional development and well-being in an age of reform-pressure and deregulation common to schools in most European countries.

Conditions for Student Teacher Professional Development

Author: Jelena Zascerinska
Publisher:
ISBN:
Format: PDF, Kindle
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The rapidly changing nature of Europe and of education and culture that includes conditions for student teacher professional development is generated by the democracy transition from opportunity to choose towards qualities and purposes in the context of cultural and educational globalization. Conditions of contribution applied to enhance student teachers' professional development become particularly important for the development of education and culture change in the constantly changing environment. The success of student teacher professional development requires conditions of contribution applied to be considered. The aim of the following contribution is to identify and to analyze conditions for student teacher professional development within a multicultural environment. The meaning of the key concept "professional development" is studied within the search for conditions. Moreover, the study demonstrates how the key concept is related to the idea of "conditions for development." The directions of further research include the search for the institutionalized process of tertiary teaching and learning to develop the system of external and internal perspective both for students and educators as well as educator's efficient contribution to promote the development of students' communicative competence as the prerequisite of teacher professional development. A Questionnaire is appended. (Contains 1 table and 6 figures.).

Changing teachers work

Author: Gill Helsby
Publisher: Open Univ Pr
ISBN: 9780335199396
Format: PDF, ePub, Mobi
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Growing political, economic and social uncertainties throughout the world have prompted many governments to 'reform' their national education systems. This book looks at the effects of these reforms and finds that, far from improving education, they have often made it more difficult for teachers to do a good job in the classroom. Drawing upon her own research and other international studies, Gill Helsby argues that many reforms have created constraints and imposed excessive bureaucratic requirements which often diminish both the confidence and the capacity of teachers to perform to the best of their ability. Despite the unfavourable conditions, however, teachers remain key agents in determining the quality of education and a number of positive instances of teachers adapting and developing policy initiatives and reforms to meet student needs are highlighted. The book will be important reading for educational managers, senior teachers, teacher educators, policy makers and researchers.

Teacher Change and Development

Author: Paula R. Villia
Publisher: Nova Publishers
ISBN: 9781594547652
Format: PDF, Mobi
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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.

Improving Mathematics Education

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309083001
Format: PDF, Mobi
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Improving Mathematics Education has been designed to help inform stakeholders about the decisions they face, to point to recent research findings, and to provide access to the most recent thinking of experts on issues of national concern in mathematics education. The essence of the report is that information is available to help those charged with improving student achievement in mathematics. The documents cited above can guide those who make decisions about content, learning, teaching, and assessment. The report is organized around five key questions: What should we teach, given what we know and value about mathematics and its roles? How should we teach so children learn, given what we know about students, mathematics, and how people learn mathematics? What preparation and support do teachers need? How do we know whether what we are doing is working? What must change? Each of the five main chapters in this report considers a key area of mathematics education and describes the core messages of current publication(s) in that area. To maintain the integrity of each report's recommendations, we used direct quotes and the terminology defined and used in that report. If the wording or terminology seems to need clarification, the committee refers the reader directly to the original document. Because these areas are interdependent, the documents often offer recommendations related to several different areas. While the individual documents are discussed under only one of the components in Improving Mathematics Education, the reader should recognize that each document may have a broader scope. In general, the references in this report should serve as a starting point for the interested reader, who can refer to the original documents for fuller discussions of the recommendations and, in some cases, suggestions for implementation. Improving Mathematics Education is designed to help educators build a critical knowledge base about mathematics education, recognizing that the future of the nation's students is integrally intertwined with the decisions we make (or fail to make) about the mathematics education they receive.