LEADER 05182nam 22008535 450 001 9910438333603321 005 20240414094615.0 010 $a9781283849869 010 $a1283849860 010 $a9789400752078 010 $a9400752075 024 7 $a10.1007/978-94-007-5207-8 035 $a(CKB)2670000000280532 035 $a(EBL)1030714 035 $a(OCoLC)820728829 035 $a(SSID)ssj0000797708 035 $a(PQKBManifestationID)11459977 035 $a(PQKBTitleCode)TC0000797708 035 $a(PQKBWorkID)10738810 035 $a(PQKB)11380588 035 $a(DE-He213)978-94-007-5207-8 035 $a(MiAaPQ)EBC1030714 035 $a(PPN)168340259 035 $a(EXLCZ)992670000000280532 100 $a20121116d2013 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTeacher Professional Development for Improving Quality of Teaching /$fby Bert Creemers, Leonidas Kyriakides, Panayiotis Antoniou 205 $a1st ed. 2013. 210 1$aDordrecht :$cSpringer Netherlands :$cImprint: Springer,$d2013. 215 $a1 online resource (269 p.) 300 $aDescription based upon print version of record. 311 08$a9789400795419 311 08$a9400795416 311 08$a9789400752061 311 08$a9400752067 320 $aIncludes bibliographical references and index. 327 $aPreface -- List of Figures -- List of Tables -- PART 1: Research on Teacher Training and Professional Development.- PART 2: Main Foundations of Research on Teacher Effectiveness.- PART 3: Combining Teacher Effectiveness Research with Research on Teacher Training and Professional Development.- References. ? Index. 330 $aThis book makes a major contribution to knowledge and theory by drawing implications of teacher effectiveness research for the field of teacher training and professional development. The first part of the book provides a critical review of research on teacher training and professional development and illustrates the limitations of the main approaches to teacher development such as the competence-based and the holistic approach. A dynamic perspective to policy and practice in teacher training and professional development is advocated. The second part of the book provides a critical review of research on teacher effectiveness. The main phases of this field of research are analysed. It is pointed out that teacher factors are presented as being in opposition to one another. An integrated approach in defining quality of teaching is adopted. The importance of taking into account findings of studies investigating differential teacher effectiveness is argued. Another significant limitation of this field of research is that the whole process of searching for teacher effectiveness factors was not able to have a significant impact upon teacher training and professional development. For this reason it is advocated that teacher training and professional development should be focused on how to address grouping of specific teacher factors associated with student learning and on how to help teachers improve their teaching skills by moving from using skills associated with direct teaching only to more advanced skills concerned with new teaching approaches and differentiation of teaching. The book refers to studies conducted in different countries illustrating how the proposed approach can be used by policy and practice in teacher education. Specifically, the book provides evidence supporting the validity of the theoretical framework upon which this approach is based. Moreover, experimental and longitudinal studiessupporting the use of this approach for improvement purposes are presented and suggestions for further research utilising and expanding the Dynamic Approach for teacher training and professional development are provided. 606 $aTeachers$xTraining of 606 $aLearning, Psychology of 606 $aEducational tests and measurements 606 $aSchool management and organization 606 $aSchool management and organization 606 $aTeaching and Teacher Education 606 $aInstructional Psychology 606 $aAssessment and Testing 606 $aOrganization and Leadership 615 0$aTeachers$xTraining of. 615 0$aLearning, Psychology of. 615 0$aEducational tests and measurements. 615 0$aSchool management and organization. 615 0$aSchool management and organization. 615 14$aTeaching and Teacher Education. 615 24$aInstructional Psychology. 615 24$aAssessment and Testing. 615 24$aOrganization and Leadership. 676 $a371.1 686 $a5,3$2ssgn 686 $aDN 2000$2rvk 686 $aDP 1700$2rvk 700 $aCreemers$b Bert$01058080 701 $aAntoniou$b Panayiotis$01758160 701 $aKyriakides$b Leonidas$0974616 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910438333603321 996 $aTeacher professional development for improving quality of teaching$94196304 997 $aUNINA