Teachers' Perceptions of Continuing Professional Development PDF Download

Author: David Hustler
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 0

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Author: Hassan Mohebbi
Publisher: Springer Nature
ISBN: 3030791432
Category : Education
Languages : en
Pages : 814

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This volume encompasses the range of research questions on language-related problems that arise in language teaching, learning and assessment. The [150] chapters are written by experts in the field who each offer their insights into current and future directions of research, and who suggest several highly relevant research questions. Topics include, but are not limited to: language skills teaching, language skills assessment and testing, measurement, feedback, discourse analysis, pragmatics, semantics, language learning through technology, CALL, MALL, ESP, EAP, ERPP, TBLT, materials development, genre analysis, needs analysis, corpus, content-based language teaching, language teaching and learning strategies, individual differences, research methods, classroom research, form-focused instruction, age effects, literacy, proficiency, and teacher education and teacher development. The book serves as a reference and offers inspiration to researchers and students in language education. An important skill in reviewing the research literature is following a study’s “plan of attack.” Broadly, this means that before accepting and acting upon the findings, one considers a) the research question (Is it clear and focused? Measurable?), b) the subjects examined, the methods deployed, and the measures chosen (Do they fit the study’s goal and have the potential to yield useful results?), and c) the analysis of the data (Do the data lead to the discussion presented? Has the author reasonably interpreted results to reach the conclusion?). Mohebbi and Coombe’s book, Research Questions in Language Education and Applied Linguistics: A Reference Guide, helps budding researchers take the first step and develop a solid research question. As the field of language education evolves, we need continual research to improve our instructional and assessment practices and our understanding of the learners’ language learning processes. This book with its remarkable 150 topics and 10 times the number of potential research questions provides a wealth of ideas that will help early career researchers conduct studies that move our field forward and grow our knowledge base. Deborah J. Short, Ph.D., Director, Academic Language Research & Training, Past President, TESOL International Association (2021-22) As a teacher in graduate programs in TESOL I frequently come across the frustration of students at centering their research interests on a particular topic and developing research questions which are worth pursuing so as to make a contribution to the field. This frustration stems from the fact that our field is so vast and interrelated, that it is often impossible to properly address all that interests them. Hence, I wholeheartedly welcome this most relevant and innovative addition to the research literature in the field of TESOL and Applied Linguistics. Coombe and Mohebbi have created a real tour de force that stands to inform budding researchers in the field for many years to come. Additionally, the cutting-edge depiction of the field and all it has to offer will no doubt update the research agendas of many seasoned researchers around the world. The 150 chapters are organized in a most powerful, yet, deceptively simple way offering a positioning within the topic, suggesting questions that might direct inquiry and offering a basic set of bibliographic tools to start the reader in the path towards research. What is more, the nine sections in which the chapters are organized leave no area of the field unexplored. Dr. Gabriel Díaz Maggioli, Academic Advisor, Institute of Education, Universidad ORT del Uruguay, President, IATEFL

Author: Sara Bubb
Publisher: SAGE
ISBN: 1446231119
Category : Education
Languages : en
Pages : 288

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Praise for the first edition: ′Peter Earley and Sara Bubb bring together, in a very accessible way, theoretical and practical aspects of CPD and suggest how leadership and management can be applied in this vital area of staff development. This book will help co-ordinators and school leaders to develop their most important resource - the people who work with the children′ - Richard Stainton, Education Journal ′The most obvious target user for the book is the (not rare) person suddenly hoist with the staff development responsibility petard: but, thoughtfully used, most staffrooms will include several people who could benefit from thinking about its contents and putting some of the ideas into practice′ - British Journal Educational Technology ′This book is a welcome and practical guide to the wealth of publications on Continuing Professional Development... [M]akes an excellent contribution to the current and widening debate on the nature of Continuing Professional Development. For School Leadership Teams it is an essential resource and reference for the managing of professional development and learning. It also serves as an excellent practical guide, and CPD coordinators reading this book will find themselves questioning and as a result developing their own practice. The book is written in accessible language using believable case studies to illustrate the wealth of research that has been carried out. The deeply embedded notion among some teachers that professional development consists of the one day course is challenged, and the reader is left in no doubt as to the range of opportunities that exist and need for them to be harnessed in order to ensure school improvement. The book is will surely act as a catalyst for the review and development of CPD in schools′ - Stephen Merrill, Edge Hill College of Higher Education, British Journal In-Service Education ′A practical guide to all aspects of professional development which ought to be in the possession of every professional development coordinator in every primary and secondary school in the land - and their colleagues in leadership teams′ - Tim Brighouse, TES Friday Magazine This new edition of a best-selling book provides an up to date overview of Continuing Professional Development (CPD), combined with a guide to best practice. Changes include: - expanded sections on the professional development of support staff and the wider school workforce (particularly important in the light of workforce remodelling) and the evaluation of CPD - more on making sure that professional development has an impact, and provides good value for money - the common core of skills and knowledge for the children′s workforce, the new standards for qualified teacher status, induction, threshold, excellent teachers and advanced skills teachers as well as those for higher level teaching assistants. Drawing on the latest research, the contents include: - a clear explanation of CPD and latest developments; - practical tips on how to lead and manage CPD for a range of staff in schools - identifying training needs, designing and implementing programmes and evaluating their impact; - detailed guidance on CPD for staff at different stages of their careers. Written in a clear readable style it covers the latest standards and offers examples of current good practice. It is an essential professional reference for all those responsible for leading and managing professional learning in schools (headteachers, deputies, CPD and staff development coordinators) and Local Authorities (LAs). It will also prove invaluable to training providers and universities.

Author: Tony Bates
Publisher: Routledge
ISBN: 1317983270
Category : Business & Economics
Languages : en
Pages : 422

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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: Day, Christopher
Publisher: McGraw-Hill Education (UK)
ISBN: 0335220258
Category : Education
Languages : en
Pages : 336

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"Christopher Day and Judyth Sachs have done a remarkable job of pulling together an outstanding collection of essays on professional development that reflect its stunning diversity in different regions around the world. They have done for readers what no one else has accomplished in nearly a quarter century: Combine in a single volume a clear and concise description of professional development's past, present, and projected future internationally." Thomas R. Guskey, University of Kentucky. "an engaging text through out and can be dipped in to or read from beginning to end... The editors and authors of this book have done a great service to teachers and professional development educators worldwide" Journal of Inservice Education This Handbook brings together theoretical and empirical research on purposes, policies and practices of teachers' continuing professional development (CPD) over the last twenty years. It provides a unique collection of regional writing from key professionals in different regions of the world, featuring: A review of current CPD literature Discussion of the politics, policies and purposes of CPD Case studies from Europe, USA, Australia, Asia, Africa and South America A synthesis of research and future research possibilities The book comprises a fascinating mix of conceptual framing, accounts of purposes and practices, case studies and analyses of best practice from a range of highly regarded writers in the field. It is an indispensable source book for policy makers and teachers at all levels of the education systems. Contributors: 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, David Tripp

Author: Helen Timperley
Publisher:
ISBN: 9780478406429
Category : Teacher effectiveness
Languages : en
Pages :

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Author: Dikilita?, Kenan
Publisher: IGI Global
ISBN: 1522517480
Category : Education
Languages : en
Pages : 376

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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: Thomas R. Guskey
Publisher: Corwin Press
ISBN: 9780761975618
Category : Business & Economics
Languages : en
Pages : 332

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Explains how to better evaluate professional development in order to ensure that it increases student learning, providing questions for accurate measurement of professional development and showing how to demonstrate results and accountability.

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587

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Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

Author: Woon Chia Liu
Publisher: Routledge
ISBN: 9780367589837
Category :
Languages : en
Pages : 140

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Teachers' Perceptions, Experience and Learning offers insightful views on the understanding of the role of teachers and the impact of their thinking and practice. The articles presented in this book illustrate the influence of teachers on student learning, school culture and their own professional identity and growth as well as highlighting challenges and constraints in preand in-service teacher education programmes that can impact teachers' own learning. The first article examined teacher experiences in the use of "design thinking" by Retna. Next, Hong's and Youngs' article looks into contradictory effects of the new national curriculum in South Korea. Lu, Wang, Ma, Clarke and Collins explored Chinese teachers' commitment to being a cooperating teacher for rural practicum placements. Kainzbauer and Hunt investigate foreign university teachers' experiences and perceptions in teaching graduate schools in Thailand. On inclusive education in Singapore, Yeo, Chong, Neihart and Huan examined teachers' first-hand experiences with inclusion; while Poon, Ng, Wong and Kaur study teachers' perceptions of factors associated with inclusive education. The book ends with two articles on teacher preparation by Hardman, Stoff, Aung and Elliott who examined the pedagogical practices of mathematics teaching in primary schools in Myanmar, and Zein who focuses on teacher learning by examining the adequacy of preservice education in Indonesia for preparing primary school English teachers. The contributing authors' rich perspectives in different educational, geographical and socio-cultural contexts would serve as a valuable resource for policy makers, educational leaders, individual researchers and practitioners who are involved in teacher education research and policy. This book was originally published as a special issue of the Asia Pacific Journal of Education.