Teacher professional development for improving quality of teaching.

Autor/inn/en	Creemers, Bert; Kyriakides, Leonidas; Antoniou, Panayiotis
Titel	Teacher professional development for improving quality of teaching.
Quelle	Dordrecht u.a.: Springer (2013), XVIII, 262 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen; Literatur- und URL-Angaben S. 225-255
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	94-007-5206-7; 978-94-007-5206-1
DOI	10.1007/978-94-007-5207-8
Schlagwörter	Kompetenz; Evaluation; Forschung; Methode; Fähigkeit; Selbstreflexion; Forschung; Lehrer; Lehrerfortbildung; Messung; Methode; Professionalisierung; Qualität; Theorie; Training; Evaluation; Ausbildungsziel; Kompetenz; Selbstreflexion; Unterrichtsforschung; Fähigkeit; Unterrichtserfolg; Lehr-Lern-Forschung; Lehrer; Lehrerausbildung; Lehrerfortbildung; Fachkompetenz; Lehr-Lern-Forschung; Unterrichtserfolg; Unterrichtsforschung; Messung; Training; Ausbildungsziel; Professionalisierung; Forschungsstand; Effektivität; Effektivität; Qualität; Theorie
Abstract	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 factors 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. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/3