Teacher Professional Development in Changing Conditions

• Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
• Άλλοι συγγραφείς: Beijaard, Douwe (Επιμελητής έκδοσης), Meijer, Paulien C. (Επιμελητής έκδοσης), Morine-Dershimer, Greta (Επιμελητής έκδοσης), Tillema, Harm (Επιμελητής έκδοσης)
• Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: Dordrecht : Springer Netherlands, 2005.
• Θέματα: Education.; Teaching.; Education, general.; Teaching and Teacher Education.

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:...

Πίνακας περιεχομένων:

• Perspectives on Knowledge, Context and Learning by Teachers
• Knowledge Construction and Learning to Teach about Teaching
• Shifting Stories to Live By
• The Crucible of the Classroom
• Practice, Theory, and Person in Lifelong Professional Learning
• New methods and perspectives on teacher evaluation
• Trends and Themes in Teachers’ Working and Learning Environment
• Perspectives on Teachers’ Personal and Professional Lives
• The Authentic Teacher
• The Impact of Program Adoption on Teachers’ Professional Lives
• Comprehensive Development of Teachers Based on in-Depth Portraits of Teacher Growth
• Reconstructing Teacher Identity Through Efficacy for Community Engagement
• The Dichotomy Between Large-Scale Reform Rhetoric and the Perceptions of School-Based Practitioners
• Teachers’ Workplace as Context for Learning
• Learning From ‘Interpreted’ Work Contexts
• What Do We Mean By Career-Long Professional Growth and How Can We Get It?
• Resiliency, Resistance and Persistence to be an Urban Teacher
• Design and Methodological Issues Related to Research on Partnerships between Teacher Education Institutions and Schools
• Teachers’ Perception of their Professional Autonomy in the Environment of Systemic Change
• Analyzing Teacher Knowledge in its Interactional Positioning
• Reconstructing Knowledge-in-Action
• Revisiting Teaching Archetypes
• Developing Science Teachers’ Knowledge on Models and Modelling
• It’s about Time.