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Author: David Johnson
Publisher: Springer Science & Business Media
ISBN: 1402081863
Category : Education
Languages : en
Pages : 314
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Book Description
This book addresses central issues in the professionalisation and deprofessionalisation of teachers. It tackles these issues from different perspectives and in relation to different contexts. The book analyses new managerialism. It also considers possible solutions to two problems in particular: how to achieve accountability without intensification, and how to ensure that school management and leadership functions to support and enhance teachers as professionals.
Author: David Johnson
Publisher: Springer Science & Business Media
ISBN: 1402081863
Category : Education
Languages : en
Pages : 314
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Book Description
This book addresses central issues in the professionalisation and deprofessionalisation of teachers. It tackles these issues from different perspectives and in relation to different contexts. The book analyses new managerialism. It also considers possible solutions to two problems in particular: how to achieve accountability without intensification, and how to ensure that school management and leadership functions to support and enhance teachers as professionals.
Author: Alex Alexandrou
Publisher: Routledge
ISBN: 1134907222
Category : Education
Languages : en
Pages : 255
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Book Description
Interest in and knowledge of leadership and learning, separately and together, is an international and continuing phenomenon. This book adds to a somewhat under-researched aspect of the field. It focuses both on a particular form of leadership – teacher leadership, and on a particular form of learning – professional development. It considers the connection between teacher leadership and professional development and the first chapter relates this connection to a ‘Leadership for Learning’ conceptual framework, developed through an international, three-year project. The book’s chapters explore teacher leadership and professional development from a number of perspectives, giving rise to three points of particular significance. Firstly the chapters show that, either by accident or design, there is a growing cadre of teacher leaders emerging from a multitude of professional development activities and initiatives. Secondly, a number of new conceptual frameworks are put forward, alongside the adaption and development of extant ones that add to the ever-increasing theorisation of educational leadership and professional development literature. Thirdly, the chapters provide evidence of the connections between leadership and learning as conceptualised in the ‘Leadership for Learning’ framework. This book was originally published as a special issue of Professional Development in Education.
Author: Christine Forde
Publisher: SAGE
ISBN: 1847878555
Category : Education
Languages : en
Pages : 202
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Book Description
′Wow, this book has some inspiring ideas... It comes at a perfect time as schools try to mesh school improvement with performance management, new standards for various career stages and staff development... Well written, with an attractive layout and a consistently clear voice, it draws on wide and up-to-date research and writing from all parts of the United Kingdom... There are no easy answers in this book, but plenty of powerful ideas that might help us ask useful questions about how CPD encourages a commitment to professional and personal growth, and increases self-confidence, job satisfaction and enthusiasm for working with children and colleagues. This is what being a professional is all about′ - Times Educational Supplement, Book of the Week Teaching professionals need to be able to successfully respond to change, and when necessary drive change within schools. To accomplish this, teachers need to be secure in their understanding of their place within the profession and their teaching identity. The focus of this book is upon enabling teachers to explore new ways of working with children, with colleagues and with communities. This book provides teachers working towards Advanced Skills Teacher or Chartered Teacher status, and those on other Continuing Professional Development courses, with an essential text to assist in this process of personal and professional reflection and development planning. The authors focus upon the social, cultural and political aspects of professional development, and explore issues of professional identity.
Author: David Johnson
Publisher: Springer
ISBN: 9789048177981
Category : Education
Languages : en
Pages : 0
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Book Description
This book addresses central issues in the professionalisation and deprofessionalisation of teachers. It tackles these issues from different perspectives and in relation to different contexts. The book analyses new managerialism. It also considers possible solutions to two problems in particular: how to achieve accountability without intensification, and how to ensure that school management and leadership functions to support and enhance teachers as professionals.
Author: Chris Day
Publisher: Routledge
ISBN: 1135711364
Category : Education
Languages : en
Pages : 262
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Book Description
Effective schools or improving schools are fashionable terms in the rhetoric of recent education movements, yet the heart of these movements is often more to do with teaching quality than with school practice. This book takes a holistic view of teacher development, examining the contexts and conditions of teaching: school leadership and culture; teachers' lives and histories; change; teacher learning, competence and expertise; and the moral purposes of teaching. Day looks at the conditions under which teacher development may be enhanced, and brings together research and other information, from the UK and overseas.
Author: Jane Waters
Publisher: Routledge
ISBN: 1351363247
Category : Education
Languages : en
Pages : 297
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Book Description
This book provides a critical insight into comparative approaches to the professional learning and development of early years educators – taken to include all those working in a professional capacity with young children in educative settings, including home-based care and education. It also analyses leadership development for the early years workforce, and the evaluation of the success or otherwise of professional development initiatives involving early years educators. The book includes perspectives on relevant policy development at local and national levels and critical consideration of research literature on the effectiveness of professional development programmes for early years educators. The book is essential reading for professionals working in early years settings, for those engaged with the professional learning of early years educators, and for academics researching professionalism in early years education. It provides international perspectives on the professional learning and development of those working in early years education. This book was originally published as a special issue of the journal Professional Development in Education.
Author: Ismail Hussein Amzat
Publisher: Springer
ISBN: 9811041512
Category : Education
Languages : en
Pages : 308
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Book Description
This book gathers a range of contributions from researchers and practitioners across borders with an emphasis on theoretical arguments and empirical data concerning teacher empowerment. It propels readers to explore powerful teaching practices that can further advance the profession as a continuing priority in the system when appropriately utilized. Further, it strives to capture teachers’ readiness to improve their professional skills and responsive practices as a form of accountability for their teaching and students’ learning, two aspects that are increasingly being judged by various stakeholders. The book argues that teachers’ autonomous participation and engagement in relevant decision-making activities and equitable access to continuing professional development opportunities are and should remain major priorities.
Author:
Publisher:
ISBN:
Category : Career development
Languages : en
Pages :
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Book Description
Author: Andrzej Cirocki
Publisher: Springer Nature
ISBN: 3031426754
Category : Education
Languages : en
Pages : 415
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Book Description
This textbook serves as a current and comprehensive resource on effective Continuing Professional Development (CPD) for TESOL practitioners in various contexts around the world at various stages in their careers. The practices described by language teachers, teacher educators and professional development providers in this book offer a vision of critical issues to consider when designing and evaluating professional development opportunities. Effective professional development requires careful planning informed by the realities of the local context and the specific needs of the teachers. This textbook is designed to support those who provide professional development opportunities by presenting global perspectives on professional development for a range of teaching contexts at different language levels. Each chapter includes a discussion about the type and source of support available in the given context, as well as a reflection on the challenges that exist for both teachers and CPD providers. These insights serve to help CPD designers and providers as they problematize teacher development opportunities in their context. Each chapter concludes with a synthesis of the strengths of CPD in the local context and a discussion of future directions that target opportunities for transformation and improvement. This volume celebrates teachers, teacher educators and CPD providers around the world. High-impact practices are presented from fifteen countries: Cameroon, Canada, Costa Rica, Indonesia, Kazakhstan, Malta, New Zealand, Norway, Oman, Qatar, South Africa, South Korea, Sri Lanka, Tanzania and the United States of America.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264541349
Category :
Languages : en
Pages : 220
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Book Description
The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
