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010   $a9781137536549
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100   $a20190401d2019      u|         0
101 0 $aeng
135   $aurcnu||||||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aTeacher Quality, Professional Learning and Policy $eRecognising, Rewarding and Developing Teacher Expertise /$fby Christine Forde, Margery McMahon
205   $a1st ed. 2019.
210  1$aLondon :$cPalgrave Macmillan UK :$cImprint: Palgrave Macmillan,$d2019.
215   $a1 online resource (293 pages)
311 08$a9781137536532 
311 08$a1137536535 
327   $aChapter 1. The Question of Teacher Quality -- Chapter 2. Issues of Teacher Expertise and Teacher Quality -- Chapter 3. Teachers and the Teaching Profession: Autonomy, Regulation and Expertise -- Chapter 4. Teachers' Careers, Work Life and Expertise -- Chapter 5. Teacher Professional Learning: Building Expertise over a Teaching Career -- Chapter 6. Teacher Quality and Evaluation and the Development of Accomplished Practice -- Chapter 7. Recognising and Rewarding Teacher Expertise and Accomplished Teaching -- Chapter 8. Career-long Professional Learning, Professionalism and Expertise -- Chapter 9. Developing and Sustaining Teacher Expertise.
330   $aThis book examines the significance of teacher expertise in the drive to improve quality and effectiveness. Scrutinising both key conceptual issues and current policy developments and approaches, the authors analyse educational systems from around the world and question how different cultural contexts and systems can implement measures to improve teacher effectiveness. The book analyses factors such as policy change and teacher evaluation as well as the regulation of the teaching profession to determine how these aspects can influence the expertise of individual teachers. As numerous policy interventions have tried to define and enhance teacher quality to raise pupil achievement, this book calls for an interrogation of this stance and signals a need to consider an alternative approach. This book will appeal to students and scholars of teacher effectiveness and professional learning, as well as researchers and policymakers. .
606   $aTeachers$xTraining of
606   $aEducation and state
606   $aSchool management and organization
606   $aSchool management and organization
606   $aLearning, Psychology of
606   $aTeaching and Teacher Education
606   $aEducational Policy and Politics
606   $aOrganization and Leadership
606   $aInstructional Psychology
615  0$aTeachers$xTraining of.
615  0$aEducation and state.
615  0$aSchool management and organization.
615  0$aSchool management and organization.
615  0$aLearning, Psychology of.
615 14$aTeaching and Teacher Education.
615 24$aEducational Policy and Politics.
615 24$aOrganization and Leadership.
615 24$aInstructional Psychology.
676   $a370.711
700   $aForde$b Christine$4aut$4http://id.loc.gov/vocabulary/relators/aut$0283508
702   $aMcMahon$b Margery$4aut$4http://id.loc.gov/vocabulary/relators/aut
906   $aBOOK
912   $a9910337757003321
996   $aTeacher Quality, Professional Learning and Policy$92526836
997   $aUNINA