Teacher Awareness As Professional Development
Download Teacher Awareness As Professional Development full books in PDF, epub, and Kindle. Read online free Teacher Awareness As Professional Development ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads.
Author |
: Ruben Vanderlinde |
Publisher |
: |
Total Pages |
: 216 |
Release |
: 2021 |
ISBN-10 |
: 0367480344 |
ISBN-13 |
: 9780367480349 |
Rating |
: 4/5 (44 Downloads) |
Synopsis Teacher Educators and Their Professional Development by : Ruben Vanderlinde
This book focuses on the professional development of teacher educators, forming a definitive and expert resource for all those interested in this area of professional learning. It offers an in-depth overview of existing international research and professional development initiatives in the area of teacher educators' learning. The book highlights relevant research on the topic, identifies the lessons learnt from recent initiatives, and indicates ways forward for teacher educators' professional learning internationally. It provides a unique combination of six years of pan-European collaborative work, resulting in a book with clear relevance and appeal to both academics and practitioners internationally. The book conceptualizes teacher educators' professional development, in order to deepen understanding of how and why learning occurs and conducts empirical research into the professional development needs of teacher educators internationally using quantitative and qualitative methods in order to redress gaps in existing research. This book will be of great interest to academics, researchers and post-graduate students in the fields of teacher education and professional development and learning.
Author |
: Dikilita?, Kenan |
Publisher |
: IGI Global |
Total Pages |
: 376 |
Release |
: 2016-12-12 |
ISBN-10 |
: 9781522517481 |
ISBN-13 |
: 1522517480 |
Rating |
: 4/5 (81 Downloads) |
Synopsis Facilitating In-Service Teacher Training for Professional Development by : Dikilita?, Kenan
As new trends emerge in the realm of education, instructors are faced with the task of continuing development in order to stay up to date on the latest teaching methodologies for both virtual and face-to-face education. Facilitating In-Service Teacher Training for Professional Development is a pivotal reference source for the latest research on the scenarios faced by in-service educators, uncovering models, recent trends, and perceptions of in-service teacher training. Featuring extensive coverage across a range of relevant perspectives, such as teacher identity, collaborative teacher development, and exploratory practice, this book is ideally designed for researchers, practitioners, and professionals seeking current research on the need for continuing development in teacher education.
Author |
: Tony Bates |
Publisher |
: Routledge |
Total Pages |
: 422 |
Release |
: 2014-12-18 |
ISBN-10 |
: 9781317983279 |
ISBN-13 |
: 1317983270 |
Rating |
: 4/5 (79 Downloads) |
Synopsis The Professional Development of Teacher Educators by : Tony Bates
This book makes a significant contribution to a hitherto much neglected area. The book brings together a wide range of papers on a scale rarely seen with a geographic spread that enhances our understanding of the complex journey undertaken by those who aspire to become teachers of teachers. The authors, from more than ten countries, use a variety of approaches including narrative/life history, self-study and empirical research to demonstrate the complexity of the transformative search by individuals to establish their professional identity as teacher educators. The book offers fundamental and thoughtful critiques of current policy, practice and examples of established structures specifically supporting the professional development of teacher educators that may well have a wider applicability. Many of the authors are active and leading persons in the international fields of teacher education and of professional development. The book considers: novice teacher educators, issues of transition; identity development including research identity; the facilitation and mentoring of teacher educators; self-study research including collaborative writing, use of stories; professional development within the context of curriculum and structural reform. Becoming a teacher is recognised as a transformative search by individuals for their teaching identities. Becoming a teacher educator often involves a more complex and longer journey but, according to the many travel stories told here, one that can be a deeply satisfying experience. This book was published as a special issue of Professional Development in Education.
Author |
: Nami Sakamoto |
Publisher |
: Springer Nature |
Total Pages |
: 154 |
Release |
: 2021-12-08 |
ISBN-10 |
: 9783030884000 |
ISBN-13 |
: 3030884007 |
Rating |
: 4/5 (00 Downloads) |
Synopsis Teacher Awareness as Professional Development by : Nami Sakamoto
This book examines the process of identity (re)construction for assistant language teachers (ALTs) in foreign language classrooms in Japan, using Narrative Inquiry as a tool to provide a multifaceted perspective on their personal and professional growth. To develop a thorough understanding of the classroom, the author proposes three different types of awareness from the perspective of sociocultural theory. Each type of awareness is a unique lens through which to see the teachers’ world of language teaching within the classroom. Finally, the book discusses teacher development, teaching theory, and identity based on analysis of the narrative data. The book offers useful pedagogical insights that may have implications for teacher development and principles of language team teaching for teachers, teacher trainers, ALTs, boards of education, and university students of English and language education, including English as a Foreign Language (EFL).
Author |
: James Calderhead |
Publisher |
: Routledge |
Total Pages |
: 240 |
Release |
: 2003-09-02 |
ISBN-10 |
: 9781135718985 |
ISBN-13 |
: 1135718989 |
Rating |
: 4/5 (85 Downloads) |
Synopsis Understanding Teacher Education by : James Calderhead
This text reports a study of 20 student primary teachers, 10 on a conventional PGCE course and 10 on a school-based articled teacher training course. documenting their learning experiences over a two year period, the authors explore the factors that facilitate or impede the students' learning as teachers. In drawing upon these case studies together with existing theoretical models of professional development, the authors distinguish several key characteristics of learning to teach and discuss the implications of these for the design of effective school- based teacher education courses.
Author |
: Ann Lieberman |
Publisher |
: Teachers College Press |
Total Pages |
: 280 |
Release |
: 2001-04-27 |
ISBN-10 |
: 0807740993 |
ISBN-13 |
: 9780807740996 |
Rating |
: 4/5 (93 Downloads) |
Synopsis Teachers Caught in the Action by : Ann Lieberman
Because what we do in staff development can best be understood in terms of Contexts, Strategies, and Structures, the remainder of the book features distinguished educators who write from their own unique experiential and theoretical stances. Jacqueline Ancess describes how teachers in New York City secondary schools increase their own learning while improving student outcomes • Milbrey W. McLaughlin and Joel Zarrow demonstrate how teachers learn to use data to improve their practice and meet educational standards • Lynne Miller presents a case study of a long-lived school, university partnership • Beverly Falk recounts stories of teachers working together to develop performance assessments, to understand their student’s learning, to re-think their curriculum, and much more • Laura Stokes analyzes a school that successfully uses inquiry groups. There are further contributions (including some from novice teachers) by Anna Richert Ershler, Ann Lieberman, Diane Wood, Sarah Warshauer Freedman, and Joseph P. McDonald. These powerful exemplars from practice provide a much-needed overview of what matters and what really works in professional development today.
Author |
: Nami Sakamoto |
Publisher |
: |
Total Pages |
: 0 |
Release |
: 2022 |
ISBN-10 |
: 3030884015 |
ISBN-13 |
: 9783030884017 |
Rating |
: 4/5 (15 Downloads) |
Synopsis Teacher Awareness as Professional Development by : Nami Sakamoto
This book examines the process of identity (re)construction for assistant language teachers (ALTs) in foreign language classrooms in Japan, using Narrative Inquiry as a tool to provide a multifaceted perspective on their personal and professional growth. Following an overview of the social and cultural context and current trends in the field, the author explains the role of ALTs' narrative inquiry, before describing the results of analyses of the participants' narratives from the perspective of sociocultural theory. Finally, the book discusses teacher development, teaching theory, and identity based on analysis of the narrative data. The book offers useful pedagogical insights that may have implications for teacher development and principles of language team teaching for teachers, teacher trainers, ALTs, boards of education, and university students of English and language education, including English as a Foreign Language (EFL). Nami Sakamoto is an Associate Professor in the Department of Secondary Education in the Faculty of Education at Okayama University of Science, Japan, with a focus on professional development of language teachers. She has published in Teacher Development (2011) "Professional Development Through Kizuki - Cognitive, Emotional, and Collegial Awareness.".
Author |
: Huffman, Stephanie P. |
Publisher |
: IGI Global |
Total Pages |
: 329 |
Release |
: 2019-10-25 |
ISBN-10 |
: 9781799817680 |
ISBN-13 |
: 1799817687 |
Rating |
: 4/5 (80 Downloads) |
Synopsis Leveraging Technology to Improve School Safety and Student Wellbeing by : Huffman, Stephanie P.
From implementation in the classroom to building security, technology has permeated all aspects of education throughout the United States. Though hardware has been developed to identify and prevent weaponry from entering a school, including video cameras, entry control devices, and weapon detectors, school safety remains a fundamental concern with the recent increase of school violence and emergence of cyberbullying. Professionals need answers on how to use this technology to protect the physical, emotional, and social wellbeing of all children. Leveraging Technology to Improve School Safety and Student Wellbeing is a pivotal reference source that provides vital research on the application of technology in P-12 school safety and its use to foster an environment where students can feel safe and be academically successful. The book will comprise empirical, conceptual, and practical applications that craft an overall understanding of the issues in creating a “safe” learning environment and the role technology can and should play; where a student’s wellbeing is valued and protected from external and internal entities, equitable access is treasured as a means for facilitating the growth of the whole student, and policy, practices, and procedures are implemented to build a foundation to transform the culture and climate of the school into an inclusive nurturing environment. While highlighting topics such as professional development, digital citizenship, and community infrastructure, this publication is ideally designed for educators, scholars, leadership practitioners, coordinators, policymakers, government officials, law enforcement, security professionals, IT consultants, parents, academicians, researchers, and students.
Author |
: Gabriel Díaz-Maggioli |
Publisher |
: ASCD |
Total Pages |
: 191 |
Release |
: 2004 |
ISBN-10 |
: 9780871208590 |
ISBN-13 |
: 0871208598 |
Rating |
: 4/5 (90 Downloads) |
Synopsis Teacher-centered Professional Development by : Gabriel Díaz-Maggioli
Teacher-Centered Professional Development is a hands-on guide to collaborative skill building for educators. It introduces the Teacher's Choice Framework, a model that empowers teachers by helping them choose and initiate professional growth activities according to their schedules, strengths, and needs. The book describes a wide variety of professional development strategies, including mentoring, journal writing, peer-to-peer coaching, and seminars. For each strategy, the author provides: * A brief history of the research base * A step-by-step guide to implementing the strategy * Sample handouts and assessment forms * Examples from the field of the strategy in practice With this book, teachers at all levels can quickly learn how to set up development teams, conduct action research, and engage in other activities to further their skills. In addition, the Teacher's Choice Framework helps educators prioritize their needs and choose the strategies that best suit those needs. Teacher-Centered Professional Development offers both a perfect introduction to staff development options and a commonsense method for choosing among them.
Author |
: JoAnn Crandall |
Publisher |
: Routledge |
Total Pages |
: 304 |
Release |
: 2016-01-29 |
ISBN-10 |
: 9781317279495 |
ISBN-13 |
: 1317279492 |
Rating |
: 4/5 (95 Downloads) |
Synopsis Teacher Education and Professional Development in TESOL by : JoAnn Crandall
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, Qatar, Sudan, and the U.S. It is framed by the volume editors’ insightful overview and analyses of previous and ongoing work in a variety of related domains and an epilogue by David Nunan. The chapter studies are organized around three themes: teacher identity in ESL/EFL teacher education and professional development programs, second language teacher education programs for diverse contexts, and professional development for diverse contexts. All chapters focus on the applied nature of the research and include a section on implications. To provide balance and a range of views, the volume includes both chapters reporting on empirical research funded by TIRF grant recipients and several from invited authors who are senior scholars in the field. This is the third volume in the Global Research on Teaching and Learning English Series, co-published by Routledge and TIRF.