European Perspectives on Professional Development in Teacher Education
1. Auflage
Erschienen am 8. Januar 2016
208 Seiten
978-1-317-66963-0 (ISBN)
Beschreibung
This collection focuses on the ways in which policy relating to professional development and professional learning in teacher education is changing across Europe. The chapters examine how policies change with time and with changes in personnel at various levels in the political or professional spectrum. It also highlights the continued diversity of the education systems of Europe, despite moves towards economic and social integration. A common theme running through the chapters is an understanding of the importance of professional development and professional learning of educators in the success and effective operation of the education systems of the countries concerned.
This book was originally published as a special issue of Professional Development in Education.
This book was originally published as a special issue of Professional Development in Education.
Weitere Details
Auflage
1. Auflage
Sprache
Englisch
Verlagsort
London
Großbritannien
Verlagsgruppe
Taylor & Francis Ltd
Zielgruppe
Für höhere Schule und Studium
Für Beruf und Forschung
Produkt-Hinweis
Reflowable
ISBN-13
978-1-317-66963-0 (9781317669630)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
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Ken Jones | Jim O'Brien
European Perspectives on Professional Development in Teacher Education
Buch
10/2024
1. Auflage
Routledge
68,14 €
Versand in 10-20 Tagen
Ken Jones | Jim O'Brien
European Perspectives on Professional Development in Teacher Education
Buch
06/2014
1. Auflage
Routledge
130,36 €
Versand in 15-20 Tagen
Personen
Ken Jones is Senior Consultant for CPD at Swansea Metropolitan UWTSD. After teaching in London, he returned to Wales to become involved in the training and continuing education of teachers and headteachers. He is Co-Managing Editor of the journal Professional Development in Education and is former President of the International Professional Development Association (ipda). He has advised on aspects of Continuing Professional Development including the setting up of a National Framework for the Professional Development of Teachers and the pilot for the introduction of a Chartered Teacher scheme in Wales.
Jim O'Brien, Centre for Educational Leadership, The Moray House School of Education, The University of Edinburgh, Edinburgh, UK
Jim O'Brien, Centre for Educational Leadership, The Moray House School of Education, The University of Edinburgh, Edinburgh, UK
Inhalt
1. Professional development in teacher education: European perspectives Ken Jones and Jim O'Brien 2. The quality of teacher educators in the European policy debate: actions and measures to improve the professionalism of teacher educators Marco Snoek, Anja Swennen and Marcel van der Klink 3. Continuing professional development in context: teachers' continuing professional development culture in Germany and Sweden Wieland Wermke 4. Expert views on the implementation of teacher professional development in European countries Katrin Lipowski, Doris Jorde, Manfred Prenzel and Tina Seidel 5. Lyderi laikas (Time for Leaders): Lithuania's response to changing leadership and learning in their schools Coleen Jackson, Sonia Blandford, Egle Pranckuniene and Marina Vildziuniene 6. Echoing school leaders' voices in Cyprus: a study of novice school leaders' perceptions regarding leadership professional development Maria Nicolaidou and Alexandra Petridou 7. Are we realising the full potential of teachers' professional learning in schools in England? Policy issues and recommendations from a national study David Pedder and V. Darleen Opfer 8. Central, local and individual continuing professional development (CPD) priorities: changing policies of CPD in Wales Ken Jones 9. Continuing professional development for Scottish teachers: tensions in policy and practice Jim O'Brien 10. Irish teachers' experience of professional development: performative or transformative learning? Ciaran Sugrue 11. The impact of teacher research on teacher learning in academic training schools in the Netherlands M. Snoek and E. Moens 12. The impact of professional development: a theoretical model for empirical research, evaluation, planning and conducting training and development programmes Stephan Gerhard Huber
