Teacher professional development is subject to reform as a consequence of three, often interwoven influences: innovation, politics and pedagogy. For example, recent decades have seen learning and teaching take centre stage. As technologies have become more accessible and relevant, so professional development has had to keep pace, in order to provide teachers with an opportunity to develop skills and experiences to deal with this innovation. In terms of politics, as the prescription of input and the measurement of output are regulated and deregulated by the State, so teacher professional development shifts to meet accountability and credibility demands. Likewise, as our understanding of learning and teaching evolves, in terms of knowledge, processes, dispositions and evaluation, subsequent teacher professional development programmes responded to these current or in-vogue research findings. This new and much-needed book describes how teacher professional development in science education, from initial teacher education to continuing professional development, continues to face and address the various challenges that arise as a consequence of innovation, politics or pedagogy.
This volume provides original insights into this issue by focusing on the processes involved in becoming and being a teacher researcher.
At the forefront of research on English language teacher education and professional development, this volume presents new empirical research situated in different contexts around the world, including Canada, Denmark, Israel, Japan, Korea, ...
This book weaves together major studies, research findings and theoretical orientations to represent a globalized network of inquiries into the what, how and why of teacher learning that shapes teacher skill and knowledge.
"The contributed chapters in this book examine the implementation of proven, high quality teacher professional development practices in unique environments around the world covering a wide range of issues such as from professional learning ...
This book constitutes the first serious scrutiny of how and why it should be achieved.
By bringing together research, theory, and best practices from a variety of contexts (ESL/EFL, foreign language, bilingual and immersion education), this book contributes to building meaningful professional dialogue among second-language ...
This book is written to champion the integral place and role of disabled educators in academe. Current educators with disability will be affirmed. Those with disability aspiring to become teachers will be encouraged.
This book provides significant information regarding the policies and provisions for early childhood teacher education programs in universities in fourteen different countries.
12 Realizing the Potential for Creativity in Teaching and Learning -- PART IV Conclusion -- 13 The Future of Creative Learning -- About the Contributors -- Index
This edited book offers culturally-situated, critical accounts of Content and Language Integrated Learning (CLIL) approaches in diverse educational settings, showcasing authentic examples of how CLIL can be applied to different educational ...