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oapen-20.500.12657-310772022-02-24T14:17:38Z Professional Learning in Education Aelterman, Antonia Vanderlinde, Ruben Tuytens, Melissa De Wever, Bram teacher educators educational quality practitioners researchers development professionalism excellence education teachers Bachelor of Arts Curriculum Pedagogy Student teacher bic Book Industry Communication::2 Language qualifiers::2A Indo-European languages::2AB English bic Book Industry Communication::3 Time periods qualifiers::3J Modern period, c 1500 onwards::3JM 21st century::3JMG c 2010 to c 2020 bic Book Industry Communication::J Society & social sciences::JN Education bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy bic Book Industry Communication::J Society & social sciences::JN Education::JNM Higher & further education, tertiary education bic Book Industry Communication::J Society & social sciences::JN Education::JNP Adult education, continuous learning bic Book Industry Communication::J Society & social sciences::JN Education::JNT Teaching skills & techniques bic Book Industry Communication::J Society & social sciences::JN Education::JNZ Study & learning skills: general Educational quality is at the center of debates worldwide. In all these debates, teachers are considered as the critical actors determining to a large extent the quality of our educational systems. At the same time, doubts are expressed related to teachers’ quality as well as to the education or training of teachers. In this context, policy debates underline the need for ‘excellent’ teachers and ‘excellent’ teacher education. ‘Excellence’ became the mantra in all educational policy debates. This book presents a model for teachers’ professional development together with the three central themes: (1) professionalism of teacher educators, (2) professional development of (student) teachers, and (3) (student) teacher practices. The different chapters in this book discuss these themes in detail and originated from an open call launched at the ISATT 2013 conference that was organized around the central theme of ‘Excellence of teachers?’. Urgent issues that address practitioners, teacher educators, and researchers are discussed throughout the chapters and general research challenges for teacher education researchers are put forward in the epilogue of this book. 2017-11-16 00:00:00 2020-04-01T13:23:05Z 2020-04-01T13:23:05Z 2016 book 639595 OCN: 1030816291 http://library.oapen.org/handle/20.500.12657/31077 eng application/pdf n/a 639595.pdf https://www.academiapress.be/nl/professional-learning-education Academia Press 76cb5309-2a30-44e7-bc8c-7892cd1fa38c 229 Ghent open access
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Educational quality is at the center of debates worldwide. In all these debates, teachers are considered as the critical actors determining to a large extent the quality of our educational systems. At the same time, doubts are expressed related to teachers’ quality as well as to the education or training of teachers. In this context, policy debates underline the need for ‘excellent’ teachers and ‘excellent’ teacher education. ‘Excellence’ became the mantra in all educational policy debates. This book presents a model for teachers’ professional development together with the three central themes: (1) professionalism of teacher educators, (2) professional development of (student) teachers, and (3) (student) teacher practices. The different chapters in this book discuss these themes in detail and originated from an open call launched at the ISATT 2013 conference that was organized around the central theme of ‘Excellence of teachers?’. Urgent issues that address practitioners, teacher educators, and researchers are discussed throughout the chapters and general research challenges for teacher education researchers are put forward in the epilogue of this book.
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