International Handbook of Continuing Professional Development of Teachers
Published on 1. December 2005
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978-0-335-22476-0 (ISBN)
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Description
"Christopher Day and Judyth Sachs have done a remarkable job of pulling together an outstanding collection of essays on professional development that reflect its stunning diversity in different regions around the world. They have done for readers what no one else has accomplished in nearly a quarter century: Combine in a single volume a clear and concise description of professional development's past, present, and projected future internationally."
Thomas R. Guskey, University of Kentucky.
"an engaging text through out and can be dipped in to or read from beginning to end. The editors and authors of this book have done a great service to teachers and professional development educators worldwide" Journal of Inservice Education
This Handbook brings together theoretical and empirical research on purposes, policies and practices of teachers' continuing professional development (CPD) over the last twenty years.
It provides a unique collection of regional writing from key professionals in different regions of the world, featuring:
- A review of current CPD literature
- Discussion of the politics, policies and purposes of CPD
- Case studies from Europe, USA, Australia, Asia, Africa and South America
- A synthesis of research and future research possibilities
The book comprises a fascinating mix of conceptual framing, accounts of purposes and practices, case studies and analyses of best practice from a range of highly regarded writers in the field. It is an indispensable source book for policy makers and teachers at all levels of the education systems.
Contributors: Beatrice Avalos, Ray Bolam, Pam Christie, Marion Dadds, Christopher Day, John Elliott, Susan Groundwater-Smith, Shirley Grundy, Ken Harley, Alma Harris, Geert Kelchtermans, Geoff Lindsay, Judith Warren Little, Agnes McMahon, Daniel Muijs, Alan Penny, Judith Robison, Judyth Sachs, Ciaran Sugrue, David Tripp
Thomas R. Guskey, University of Kentucky.
"an engaging text through out and can be dipped in to or read from beginning to end. The editors and authors of this book have done a great service to teachers and professional development educators worldwide" Journal of Inservice Education
This Handbook brings together theoretical and empirical research on purposes, policies and practices of teachers' continuing professional development (CPD) over the last twenty years.
It provides a unique collection of regional writing from key professionals in different regions of the world, featuring:
- A review of current CPD literature
- Discussion of the politics, policies and purposes of CPD
- Case studies from Europe, USA, Australia, Asia, Africa and South America
- A synthesis of research and future research possibilities
The book comprises a fascinating mix of conceptual framing, accounts of purposes and practices, case studies and analyses of best practice from a range of highly regarded writers in the field. It is an indispensable source book for policy makers and teachers at all levels of the education systems.
Contributors: Beatrice Avalos, Ray Bolam, Pam Christie, Marion Dadds, Christopher Day, John Elliott, Susan Groundwater-Smith, Shirley Grundy, Ken Harley, Alma Harris, Geert Kelchtermans, Geoff Lindsay, Judith Warren Little, Agnes McMahon, Daniel Muijs, Alan Penny, Judith Robison, Judyth Sachs, Ciaran Sugrue, David Tripp
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Persons
Christopher Day is Professor of Education and Co-Director of the Centre for Research on Teacher and School Development at the School of Education, University of Nottingham. He has worked as a schoolteacher, teacher, educator and local authority adviser. His previous publications include Developing Teachers: Challenges of Lifelong Learning, Falmer Press (1999,) Leading Schools in Times of Change (Open University Press, 2000)and The Life and Work of Teachers: International Perspectives in Changing Times (2000).
Judyth Sachs is Professor of Education in the Faculty of Education at the University of Sydney. She is past President of the Australian Association for Research in Education and Fellow of the Australian College of Education. Her recent publications include The Activist Teaching Profession(Open University Press 2003).
Judyth Sachs is Professor of Education in the Faculty of Education at the University of Sydney. She is past President of the Australian Association for Research in Education and Fellow of the Australian College of Education. Her recent publications include The Activist Teaching Profession(Open University Press 2003).
Content
Foreword, Tom Guskey
Part 1: A Critical Overview
Chapter 1, 'Professionalism, Performativity and Empowerment: Discourses in the Politics, Policies and Purposes of Continuing Professional Development', Christopher Day and Judyth Sachs
Chapter 2, 'Literature, definition and models: towards a conceptual map', Ray Bolam and Agnes McMahon
Part 2: Regional Case Studies
Chapter 3, 'Rhetorics and Realities of C.P.D. across Europe: from Cacophony towards Coherence?', Ciaran Sugrue
Chapter 4, '"Looking at Student Work" in the United States: Countervailing Impulses in Professional Development', Judith Warren Little
Chapter 5, 'Continuing Professional Development Policies and Practices in the Latin American Region', Beatrice Avalos
Chapter 6, 'Teacher Professional Development - Themes and Trends in the Recent Australian Experience', Shirley Grundy and Judith Robison
Chapter 7, 'Case Studies from Sub-Saharan Africa', Pam Christie, Ken Harley and Alan Penny
Chapter 8, 'Teachers Networks: a new approach to the professional development of teachers in Singapore', David Tripp
Part 3: CPD for Professional Renewal
Chapter 9, 'CPD for Professional Renewal: Moving Beyond Knowledge for Practice', Geert Kelchtermans
Chapter 10, 'Critical Practitioner Inquiry: Towards Responsible Professional Communities of Practice', Susan Groundwater-Smith and Marion Dadds
Chapter 11, 'Using Research to Improve Practice: The notion of evidence-based practice', John Elliott
Chapter 12, 'Evaluating Continuing Professional Development: an overview', Daniel Muijs, Christopher Day, Alma Harris and Geoff Lindsay
Part 1: A Critical Overview
Chapter 1, 'Professionalism, Performativity and Empowerment: Discourses in the Politics, Policies and Purposes of Continuing Professional Development', Christopher Day and Judyth Sachs
Chapter 2, 'Literature, definition and models: towards a conceptual map', Ray Bolam and Agnes McMahon
Part 2: Regional Case Studies
Chapter 3, 'Rhetorics and Realities of C.P.D. across Europe: from Cacophony towards Coherence?', Ciaran Sugrue
Chapter 4, '"Looking at Student Work" in the United States: Countervailing Impulses in Professional Development', Judith Warren Little
Chapter 5, 'Continuing Professional Development Policies and Practices in the Latin American Region', Beatrice Avalos
Chapter 6, 'Teacher Professional Development - Themes and Trends in the Recent Australian Experience', Shirley Grundy and Judith Robison
Chapter 7, 'Case Studies from Sub-Saharan Africa', Pam Christie, Ken Harley and Alan Penny
Chapter 8, 'Teachers Networks: a new approach to the professional development of teachers in Singapore', David Tripp
Part 3: CPD for Professional Renewal
Chapter 9, 'CPD for Professional Renewal: Moving Beyond Knowledge for Practice', Geert Kelchtermans
Chapter 10, 'Critical Practitioner Inquiry: Towards Responsible Professional Communities of Practice', Susan Groundwater-Smith and Marion Dadds
Chapter 11, 'Using Research to Improve Practice: The notion of evidence-based practice', John Elliott
Chapter 12, 'Evaluating Continuing Professional Development: an overview', Daniel Muijs, Christopher Day, Alma Harris and Geoff Lindsay