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Author: Tessa Woodward
Publisher: Routledge
ISBN: 1315463318
Category : Language Arts & Disciplines
Languages : en
Pages : 189
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Book Description
Teacher Development Over Time: Practical Activities for Language Teachers addresses teacher learning over the span of the careers of both novice and experienced teachers in English Language Teaching (ELT). It is designed to a) help novice ELT teachers to see the ways in which their learning may open up careers and communities over a professional life span; and b) support experienced ELT teachers in understanding where they are in their careers and how they may respond creatively to the challenges in that particular career phase. Part 1 synthesises the views of major research on teaching as it is experienced over time by teachers and discusses the implications. Readers engage with these ideas via the activities in Part 2, which encourage them to reflect on their career paths and on possible themes for future work. Part 3 describes ways teachers can set the Part 2 activities within a busy professional life, and Part 4 helps teachers to engage in further explorations on their own or with others. By merging a strong line of research with very practical tools for understanding professional development, Teacher Development Over Time proves to be an indispensable resource for language teachers as well as teacher educators and mentors.
Author: Tessa Woodward
Publisher: Routledge
ISBN: 1315463318
Category : Language Arts & Disciplines
Languages : en
Pages : 189
Get Book Here
Book Description
Teacher Development Over Time: Practical Activities for Language Teachers addresses teacher learning over the span of the careers of both novice and experienced teachers in English Language Teaching (ELT). It is designed to a) help novice ELT teachers to see the ways in which their learning may open up careers and communities over a professional life span; and b) support experienced ELT teachers in understanding where they are in their careers and how they may respond creatively to the challenges in that particular career phase. Part 1 synthesises the views of major research on teaching as it is experienced over time by teachers and discusses the implications. Readers engage with these ideas via the activities in Part 2, which encourage them to reflect on their career paths and on possible themes for future work. Part 3 describes ways teachers can set the Part 2 activities within a busy professional life, and Part 4 helps teachers to engage in further explorations on their own or with others. By merging a strong line of research with very practical tools for understanding professional development, Teacher Development Over Time proves to be an indispensable resource for language teachers as well as teacher educators and mentors.
Author: Barbara B. Levin
Publisher: Routledge
ISBN: 1135635838
Category : Education
Languages : en
Pages : 317
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Book Description
This book represents the results of a 15-year longitudinal study based on in-depth case studies of the development of four teachers' pedagogical thinking. These studies illustrate how teachers' thinking--about children's behavior, development, learning, and teaching--develops over time, based on their personal and professional life experiences. It is an especially significant book because understanding how pedagogical thought develops over time and how these ideas are put into action in classrooms can be used to improve teacher education, teacher induction, and teacher retention programs. Case Studies of Teacher Development: An In-Depth Look At How Thinking About Pedagogy Develops Over Time: *provides insight into reasons why some teachers remain and others leave the teaching profession; *combines narrative with scholarship; *highlights the voices of four educators through extensive quotes from their interviewers, includes vignettes of their classroom teaching, and incorporates their own writing; *contributes to the field of teacher education and teacher development because of the long duration of the four case studies (1985-2000) and the accompanying scholarly analysis of internal and external influences on their lives as teachers; and *addresses changes in the nature of qualitative research as it influenced this longitudinal study over time. At a time when teacher induction and teacher retention are critically important, this book will help teacher educators, school and district leaders, and policymakers understand better how to retain novice and experienced teachers by supporting their professional growth and development.
Author: Thomai Alexiou
Publisher: Cambridge Scholars Publishing
ISBN: 1443887366
Category : Language and languages
Languages : en
Pages : 375
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Book Description
Current Issues in Second/Foreign Language Teaching and Teacher Development: Research and Practice represents a collection of selected papers from the 17th World Congress of the International Association of Applied Linguistics (AILA), which was held in August 2014 in Brisbane, Australia. The volume comprises 18 chapters presenting current research projects and discussing issues related to second language acquisition, teaching and teacher education in a variety of contexts from around the world. This collection of research papers will be of use to both new and seasoned researchers in the field of applied linguistics. Teacher educators, language teachers and language policy makers will find this volume equally useful as the papers address current issues in language education.
Author: Robert J. Marzano
Publisher:
ISBN: 9781943360291
Category :
Languages : en
Pages : 248
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Book Description
"Throughout history education systems have strived to help teachers be as effective as possible in order to help students learn as much as possible. However, these teacher evaluation efforts have long been unhelpful in the pursuit of teacher development. Reflecting on, Observing, and Coaching Teaching presents a case for the necessity of effective teacher evaluation in the name of strong teacher development. Authors Robert J. Marzano, Cameron L. Rains, and Philip B. Warrick provide in-depth background research on the history of teacher evaluation, strong cases for the necessity of an intertwined evaluation and development system, as well as specific suggestions for improvement in both fields. Teachers should not be interchangeable parts. They should be vital cogs in an educational machine who each fill their niche as effectively as possible, and this book serves that end"--
Author: Jack C. Richards
Publisher: Cambridge University Press
ISBN: 052184911X
Category : Education
Languages : en
Pages : 197
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Book Description
This much-needed text provides a coherent and strategic approach to teacher development Teacher Development for Language Teachers examines ten different approaches for facilitating professional development in language teaching: self-monitoring, support groups, journal writing, classroom observation, teaching portfolios, analysis of critical incidents, case analysis, peer coaching, team teaching, and action research. The introductory chapter provides a conceptual framework. All chapters contain practical examples and reflection questions to help readers apply the approach in their own teaching context.
Author: Adam Robbins
Publisher: Crown House Publishing Ltd
ISBN: 1785835629
Category : Education
Languages : en
Pages : 180
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Book Description
To make the best decisions possible, middle leaders need to have a nuanced understanding of the consequences of their actions. In this pragmatic book, Adam Robbins aims to boost their role-specific expertise to help them achieve that goal - and offers them a preferable alternative to learning from their mistakes. Instead of relying on generic leadership theories, Middle Leadership Mastery collates perspectives from psychology and cognitive science to share evidence-informed guidance on a wide range of topics - from supporting staff and students in crisis and managing wellbeing, to quality-assuring teaching and curriculum design. Adam Robbins draws on his sixteen years' experience of teaching in a deprived area to illustrate his points with stories and anecdotes from the front line, demonstrating how middle leaders can better understand their context and deliver the best outcomes from a variety of starting points.
Author: Michelle Blanchet
Publisher:
ISBN: 9781948212212
Category :
Languages : en
Pages : 296
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Book Description
The world is changing fast, and education hasn't caught up. Teachers know schools need more innovation, change-making, and relevance. But in the midst of overwhelming challenges, how can these needs turn into action? Blanchet and Bakkegard grew tired of everyone telling teachers what to fix without sharing the "how," so they created easy-to-use professional development tools and strategies to help teachers think like startup entrepreneurs. Using a visual, interactive format, The Startup Teacher Playbook helps teachers tackle challenges, turn their ideas into action, and tap into their potential to lead change in the classroom, school, and community. This shows you how to evolve your teaching and learning to serve the changing needs of students, use professional learning and meeting time to break down challenges and create solutions, and cultivate your leadership capacity to take your ideas further than you ever imagined. The Educator Canvas Teachers and school leaders will immediately use the author's powerful and practical Educator Canvas, which will guide your personalized learning and collaboration with your colleagues. The Startup Teacher Playbook is both professional growth guidebook and meeting workbook, combined into one impactful tool that you will want with you at all times.
Author: Bert Creemers
Publisher: Springer Science & Business Media
ISBN: 9400752075
Category : Education
Languages : en
Pages : 270
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Book Description
This book makes a major contribution to knowledge and theory by drawing implications of teacher effectiveness research for the field of teacher training and professional development. The first part of the book provides a critical review of research on teacher training and professional development and illustrates the limitations of the main approaches to teacher development such as the competence-based and the holistic approach. A dynamic perspective to policy and practice in teacher training and professional development is advocated. The second part of the book provides a critical review of research on teacher effectiveness. The main phases of this field of research are analysed. It is pointed out that teacher factors are presented as being in opposition to one another. An integrated approach in defining quality of teaching is adopted. The importance of taking into account findings of studies investigating differential teacher effectiveness is argued. Another significant limitation of this field of research is that the whole process of searching for teacher effectiveness factor was not able to have a significant impact upon teacher training and professional development. For this reason it is advocated that teacher training and professional development should be focused on how to address grouping of specific teacher factors associated with student learning and on how to help teachers improve their teaching skills by moving from using skills associated with direct teaching only to more advanced skills concerned with new teaching approaches and differentiation of teaching. The book refers to studies conducted in different countries illustrating how the proposed approach can be used by policy and practice in teacher education. Specifically, the book provides evidence supporting the validity of the theoretical framework upon which this approach is based. Moreover, experimental and longitudinal studies supporting the use of this approach for improvement purposes are presented and suggestions for further research utilising and expanding the Dynamic Approach for teacher training and professional development are provided.
Author: Bick-har LAM
Publisher: Springer
ISBN: 981133577X
Category : Education
Languages : en
Pages : 326
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Book Description
This book uses social support as a central theme to provide a sound underpinning for guiding teachers to play more supportive roles in schools. It comprises a series of empirical studies that address the psychological processes involved in feeling supported and providing support, and which demonstrate how students’ and teachers’ well-being can be enhanced through learning and teaching in the classroom. The distinction between teachers who are caring mentors and those who simply impart knowledge has attracted considerable interest among researchers; however, in the twenty-first century education seems to be playing a more restricted role, due to the predominant focus on performance outcomes. This book addresses and identifies teachers’ expanding role in education. It describes various types of support that teachers can offer students, and which serve to enhance a range of learning outcomes. Further, it provides evidence suggesting that teachers’ commitment to learner development is a prerequisite for a satisfying teaching career, and that teachers’ knowledge, skills and ability to provide social support in the classroom form a pathway of professional learning that can take their teaching expertise to a higher level. Lastly, the book offers policymakers suggestions on how to rekindle social support in an increasingly globalised setting in which people are becoming more and more disconnected. Given its multidisciplinary approach, the book is a unique contribution within its subject area, and will be of interest to practitioners in education and beyond.
Author: Andy Hargreaves
Publisher: A&C Black
ISBN: 1441146288
Category : Education
Languages : en
Pages : 289
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Book Description
'The rules of the world are changing. It is time for the rules of teaching and teachers' work to change with them.' This is the challenge which Andy Hargreaves sets out in his book on teachers' work and culture in the postmodern world. Drawing on his current research with teachers at all levels, Hargreaves shows through their own vivid words what teaching is really like, how it is already changing, and why. He argues that the structures and cultures of teaching need to change even more if teachers are not to be trapped by guilt, pressed by time and overburdened by decisions imposed upon them. Provocative yet practical, this book is written for teachers and those who work with teachers, and for researchers who want to understand teaching better in the postmodern age.
