The Professional Development of Teachers: Practice and Theory
Hopkins, Bruce Joyce, Michael Huberman, Matthew Miles, and Virginia Richardson. But we have chosen to present our own experience and empirical data first and then, in Part 3, to show how this experience and data relates to models which have been proposed by others. We will address here methodological issues concerned with collecting and interpreting evidence of relationships amongst the many individual and situational factors associated with PD, and re-visit the arguments about ‘process-product’ research on PD. In the light of our experience, we will interrogate models of PD which have been proposed by others and attempt to move forward our total understanding of the process of the professional development of teachers for educational change. In conclusion, we will look at some current national practice in professional development, concentrating on the recent English experience of introducing ‘strategies’ into schools but referring also, by way of contrast, to the situation in the United States. WHAT’S THE PROBLEM? Why has the professional development of teachers already exercised so many good minds for so long? And how can we justify adding another book to this field? The answer to both questions must lie in the continuing demand from society in general (at least as interpreted by politicians and newspaper editors) for improvements in the quality of education.
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able achievement activities actually answers approach attended authority become chapter classroom clear co-ordinator coaching cognitive acceleration colleagues communication consider construction continuing course curriculum demonstrations described difficult discussion effect established evaluation evidence example experience factors Figure gains going head headteacher ideas implementation important improvement included individual initial innovation INSET interviews introduced involved learning least lesson look materials mathematics mean meetings methods nature notes observation offer opportunity participation particular PD programme positive practice problems professional development professional development programme pupils questions reflection relationship reported responsibility seemed sessions sharing skills staff Strategies studies success suggest talk teacher-tutors teachers teaching term theory Think tutors understanding variables visits
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Integrating the Mind: Domain General Versus Domain Specific Processes in ...
Maxwell J. Roberts
No preview available - 2007