000 04197nam a22004935i 4500
001 978-94-007-5207-8
003 DE-He213
005 20140220082936.0
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
050 4 _aLB1024.2-1050.75
050 4 _aLB1705-2286
072 7 _aJNMT
_2bicssc
072 7 _aEDU046000
_2bisacsh
072 7 _aEDU024000
_2bisacsh
082 0 4 _a370.711
_223
100 1 _aCreemers, Bert.
_eauthor.
245 1 0 _aTeacher Professional Development for Improving Quality of Teaching
_h[electronic resource] /
_cby Bert Creemers, Leonidas Kyriakides, Panayiotis Antoniou.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2013.
300 _aXVIII, 262 p. 5 illus.
_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 studies supporting 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 _aEducation.
650 0 _aEducational tests and measurements.
650 1 4 _aEducation.
650 2 4 _aTeaching and Teacher Education.
650 2 4 _aLearning & Instruction.
650 2 4 _aAssessment, Testing and Evaluation.
650 2 4 _aAdministration, Organization and Leadership.
700 1 _aKyriakides, Leonidas.
_eauthor.
700 1 _aAntoniou, Panayiotis.
_eauthor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400752061
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-5207-8
912 _aZDB-2-SHU
999 _c99565
_d99565