By Christopher Day; Sachs
ISBN-10: 0335220258
ISBN-13: 9780335220250
ISBN-10: 0335224768
ISBN-13: 9780335224760
'Christopher Day and Judyth Sachs have performed a extraordinary activity of pulling jointly a very good choice of essays on expert improvement that mirror its attractive variety in numerous areas all over the world. they've got performed for readers what nobody else has entire in approximately 1 / 4 century: mix in one quantity a transparent and concise description development's prior, current, and projected destiny across the world' - Thomas R. Guskey, collage of Kentucky. 'an enticing textual content via out and will be dipped in to or learn from commencing to end...The editors and authors of this publication have performed an outstanding provider to lecturers improvement educators all over the world' - magazine of Inservice Education.This instruction manual brings jointly theoretical and empirical study on reasons, rules and practices of lecturers' carrying on with expert improvement (CPD) during the last two decades. It offers a different number of neighborhood writing from key pros in several areas of the area, that includes: a evaluate of present CPD literature dialogue of the politics, regulations and reasons of CPD; case reviews from Europe, united states, Australia, Asia, Africa and South the United States; and, a synthesis of study and destiny learn possibilities.The ebook contains a desirable mixture of conceptual framing, money owed of reasons and practices, case stories and analyses of top perform from a variety of very hot writers within the box. it really is an necessary resource publication for coverage makers and academics in any respect degrees of the schooling platforms. The participants comprise: Beatrice Avalos, Ray Bolam, Pam Christie, Marion Dadds, Christopher Day, John Elliott, Susan Groundwater-Smith, Shirley Grundy, Ken Harley, Alma Harris, Geert Kelchtermans, Geoff Lindsay, Judith Warren Little, Agnes McMahon, Daniel Muijs, Alan Penny, Judith Robison, Judyth Sachs, Ciaran Sugrue, and, David Tripp.
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Extra resources for International Handbook on the Continuing Professional Development of Teachers
Example text
In Chapter 2, Ray Bolam and Agnes McMahon provide a helicopter view of the territory occupied by CPD. In discussing system-level factors within emerging performativity contexts they focus upon changing policies, perspectives, work conditions and expectations which affect the provision, location, forms and processes of CPD; the role played by organizational contexts and external agencies in teacher learning; and the difficulties in establishing continuing professional development for all teachers.
New York: Holt, Rinehart & Winston. Power M. (1997) The Audit Society: Rituals of Verification. Oxford: Oxford University Press. Prick, L. (1986) Career Development and Satisfaction Among Secondary School Teachers. Amsterdam: Vrije Universiteit. J. (1989) Workplace conditions that affect teacher quality and commitment: implications for teacher induction programs, The Elementary School Journal, 89(4): 420–39. Rudduck, J. and Hopkins, D. (eds) Research as a Basis for Teaching: Reading from the Work of Lawrence Stenhouse, p.
Two recurrent themes are driving the reform agenda: systemic requirements and the personal requirements and needs of teachers. As Grundy and Robison observe, the systemic drivers are in response to the increasing age profile of teachers, the renewal of teachers’ knowledge base and in some cases linking curriculum reform more closely with the needs of the state and government priorities. At the individual or personal level is the need for teachers to maintain their commitment to and enthusiasm for teaching and to be able to sustain and enhance their personal lives through intellectual and professional engagement.
International Handbook on the Continuing Professional Development of Teachers by Christopher Day; Sachs
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