Asking Those Who Know: A Collaborative Approach to Continuing Professional Development

Autor/inn/en	Eaton, Patricia T.; Carbone, R. Elaine
Titel	Asking Those Who Know: A Collaborative Approach to Continuing Professional Development
Quelle	In: Teacher Development, 12 (2008) 3, S.261-270 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
Schlagwörter	Educational Research; Educational Change; Teachers; Professional Development; Teacher Educators; Teaching Methods; Professional Continuing Education; Foreign Countries; Higher Education; Mathematics Teachers; Mathematics Education; Teacher Education; Pennsylvania; United Kingdom; United Kingdom (Northern Ireland); United States + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Bildungsreform; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Berufsfeldbezogener Unterricht; Weiterbildung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematics; Teacher; Teachers; Mathematik; Mathematische Bildung; Großbritannien; USA
Abstract	This paper asks who should be responsible for the design and delivery of improved continuing professional development (CPD). It also questions what roles teacher educators, subject specialists and experienced classroom practitioners should take in developing a research-led programme for practising teachers. The paper further reviews current provisions for CPD in parts of the UK and the USA and examines efforts to make educational research more relevant to classroom practice. As its backdrop, the paper discusses an innovative CPD programme at Clarion University in the USA that shows how the expertise of three different groups--subject specialists, teacher educators, and classroom teachers--is productively intertwined so that the results of current educational research are transformed into improved classroom practice. It is written from the perspective of both a visiting lecturer from Belfast and the Clarion University project director with the aim of informing the wider debate on CPD. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10