Supporting Teacher Learning during the Professional Development Experience: The Case of National Board Certification

Autor/inn/en	Handler, Laura K.; Petty, Teresa M.; Good, Amy J.
Titel	Supporting Teacher Learning during the Professional Development Experience: The Case of National Board Certification
Quelle	In: Current Issues in Education, 22 (2021) 3, (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Handler, Laura K.) ORCID (Good, Amy J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Certification; Faculty Development; Elementary School Teachers; Secondary School Teachers; Public School Teachers; Teacher Collaboration; Peer Relationship; School Districts; Local Government; Teacher Associations; Teacher Employment Benefits; Mentors; Educational Policy; Teacher Improvement; Educational Resources; Teacher Qualifications; Educational Needs; North Carolina + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Peer-Beziehungen; School district; Schulbezirk; Gemeindeverwaltung; Lehrerorganisation; Lehrerverband; Lehrervereinigung; Politics of education; Bildungspolitik; Bildungsmittel; Lehrqualifikation; Educational need; Bildungsbedarf
Abstract	Amidst increasing globalized pressures to raise student achievement, nations are heavily investing in various forms of teacher professional development. In the United States, teachers are increasingly electing to pursue National Board Certification, yet few studies have analyzed the experience within the greater complex system of teaching and learning. Viewed from this approach, findings from this study suggest that numerous dynamic forces--relationships, partnerships, structures, and policies--interact in various patterns that can potentially support effective teacher professional development. Implications suggest a need for broader conceptualization, greater cohesion, and more strategic integration of teacher learning in education policy. (As Provided).
Anmerkungen	Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: https://cie.asu.edu/ojs/index.php/cieatasu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01