The professional development of teachers. Practice and theory.

Autor/in	Adey, Philip
Sonst. Personen	Hewitt, Gwen (Mitarb.); Hewitt, John (Mitarb.); Landau, Nicolette (Mitarb.)
Titel	The professional development of teachers. Practice and theory.
Quelle	Dordrecht u.a.: Kluwer (2004), IX, 207 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Zusatzinformation	Inhaltsverzeichnis Verlagsangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	1-4020-2005-8; 1-4020-2006-6
DOI	10.1007/0-306-48518-4
Schlagwörter	Kognitive Entwicklung; Lehrer; Lehrerfortbildung; Schüler; Schülerleistung; Bildungsprogramm; Berufsbildung; Beruf; Fortbildung; Wirkung; Großbritannien
Abstract	This book integrates in a unique way all that is known about changing teachers' practice, the key to all educational development. All attempts to 'raise standards' or to 'make schools relevant to the 21st century' rest on helping teachers to develop new skills. The book draws on the author's 30 years of experience, on a series of new empirical studies, and on the extensive literature on staff development to develop an integrated model of effective professional development. The model relates concepts of belief change, collegiality, school ethos, school and local government leaders, as well as key features of effective PD programmes such as longevity, constructivism, theory-bases, and coaching. It has theoretical validity and can be used as a practical guide to anyone involved in educational change: teachers, researchers, curriculum innovators, school leaders, university staff, educational policy makers, local government and government Ministers. In spite of its deep scholarly roots, this book is written in a lively, accessible style. It will challenge established theoreticians in the field while providing very direct advice to practitioners. (DIPF/Verlag).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2006/2