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Teacher Education >> Professional Development

by Lee Teitel - 2011
Writing this afterword pulls me back in. The fine scholarly work of the Yearbook—its focus on history and purpose, on research and impacts, on structures, roles and accountability, and on leveraging change—has enabled me to reconnect with my roots and passion. Rip Van Winkle, looking with a fresh set of eyes on something that is both familiar and removed. Here’s what stands out to me.

by Ann Lieberman - 2009
This paper is a commentary on the special issue on teacher research.

by Ronald Owston , Margaret Sinclair & Herbert Wideman - 2008
An evaluation of a two-year professional development project for mathematics and science teachers in grades 6, 7, and 8 that blended face-to-face workshops with online sessions.

by Judith Little - 2007
Accounts of teaching experience punctuate teachers’ talk with one another in a range of workplace contexts: in staffroom or hallway encounters, regularly scheduled meetings of one sort or another, professional development events, and increasingly, activities focused on reviews of school assessment data or samples of student work. Such accounts, whether in the form of passing references or extended narratives, form a pervasive feature of professional interaction. Yet in studies that now span several decades, scholars offer quite mixed assessments of them: what they convey of teachers’ knowledge; what they signify regarding teachers’ beliefs about and dispositions toward students, parents, and colleagues; how they function in shaping or changing the norms of professional discourse; and what they offer as resources for problem solving and innovation.

by Mark Smylie, Debra Miretzky & Pamela Konkol - 2004
In this chapter, we intentionally focus on teacher development as a collective and organizational issue. In doing so, we do not wish to imply that a focus on the development of individual teachers or the development of the teaching profession is misplaced. It is not. In addition, by taking an organizational perspective, we do not mean to suggest that individual, organizational, and profession-level perspectives are mutually exclusive. Rather, they should be seen as “mutually constructive” (Horn, personal communication, April 25, 2004). Indeed, it is our hope that by emphasizing collective organizational issues, we will promote future thinking and practice that see teacher development as an interactive system of individual and collective, organizational growth.

by Judy Randi & Kenneth Zeichner - 2004
To trace the evolution of teachers as learners, we examine past and current staff development practices in light of our new vision of profession development, in which teachers’ knowledge-seeking goals are valued and supported and their work affords them opportunities to achieve their goals. We seek to understand the differences between staff development opportunities typically offered to “schools of teachers” and learning opportunities that situate teaching in a broader professional context. First, we describe these different orientations toward teacher professional development and illustrate them with examples of past and current practices. Next, we examine the theories of learning and teacher knowledge that may explain these differences. Finally, we review promising new practices such as teacher research in which teachers work together within and across schools to contribute to the professional knowledge base and the improvement of the teaching profession.

by Jocelyn Glazier - 2004
This article describes the collaborative work of three teachers, two Arab and one Jewish, as they taught first grade together in a then new bilingual/bicultural school in Israel.

by Joanne Olson & Michael Clough - 2004
Croom’s article "Are There Any Questions?" addresses the importance of teachers’ questions, but it contains several flaws. This commentary argues that the synergy resulting from using multiple teacher behaviors in concert is necessary for diagnosing and promoting student understanding.

by Steven Athanases & Betty Achinstein - 2003
Drawing on the wisdom of practice of 37 experienced teacher induction leaders and case studies of mentor/new teacher pairs, this study found that mentors can interrupt that tendency among new teachers, focusing them on the learning of individual students, especially those underperforming.

by Jonathan Silin & Fran Schwartz - 2003
Drawing on qualitative and quantitative data collected over a 5-year period, we argue that in troubled urban school districts, teacher buy-in to curricular reform is best achieved when change agents adapt their program to the daily needs and problems of classroom teachers.

by Laura Desimone, Andrew Porter, Beatrice Birman, Michael Garet & Kwang Yoon - 2002
This study examines the policy mechanisms and processes that districts can use to provide high-quality in-service professional development for teachers. The findings are based on a national probability sample of district professional development coordinators.

by Elizabeth Dutro, Maria Fisk, Richard Koch, Laura Roop & Karen Wixson - 2002
This article focuses on how a statewide reform initiative, when envisioned as a professional development opportunity, impacted teachers’ capacities to become change agents in their classrooms and districts and how individual district contexts shaped the development of those capacities.

by James Spillane - 2002
This paper investigates school district officials' theories about teacher learning and change.

by Pamela Grossman, Sam Wineburg & Stephen Woolworth - 2001
The authors use their experience with a professional development project to propose a model of teacher community in the workplace.

by Dale Ballou & Michael Podgursky - 2000
The authors challenge the conclusions of the National Commission for Teaching and America’s Future and argue that the research literature offers far less support for the Commission’s recommendations than is claimed.

by Robert Burroughs, Tammy Schwartz & Martha Hendricks-Lee - 2000
Using interviews and qualitative methods, this article examines the rhetorical difficulties that candidates experience in applying for National Board for Professional Teaching Standards (NBPTS) certification.

by Dale Ballou & Michael Podgursky - 2000
The authors respond to criticism by Linda Darling-Hammond of their previous article that challenges the conclusions of the National Commission on Teaching and America’s Future.

by Lee Teitel - 1997
This article uses a five-year retrospective approach to examine the effect involvement with professional development schools (PDSs) has had on the way colleges or universities prepare teachers.

by Vito Perrone - 1997
This article is essentially an autobiographical reflection on forty years of teaching. It makes use of various accounts of schooling and teacher education practice, placing against them some of my experience and questions.

by Zhixin Su - 1996
This article illustrates how Tao Xingzhi, a former student of John Dewey at Columbia University and a most prominent figure in the modern Chinese history of education, boldly experimented with Dewey’s philosophy in Chinese teacher education.

by James Pennell & William Firestone - 1996
An examination of teacher reform networks in California and Vermont.

by Joseph Cambone - 1995
Time for teachers cannot be readily constructed and scheduled by reformers. Teachers need to construct their own time. This article examines different kinds of time for teachers, arguing that much of school reform will fail if it ignores the multiple constructs, boundaries, rhythms, and patterns of time for teachers.

by Jean Anyon - 1994
The teacher development project described in this article reveals ways in which the social consequences of poverty and racial marginalization may be crucial to the outcomes of educational reform in inner-city schools. The study demonstrates that educational reform can be affected by the economic, political, and cultural context of which a school is in large part a product. The author addresses the consequences of this educational embeddedness for school reform, and suggests that in order to create good schools in the inner cities, educational reform must be accompanied by other, more fundamental social changes.

by Virginia Richardson - 1994
In this chapter teacher inquiry refers to an individual or a group of teachers being systematically thoughtful about their teaching, students, and/ or contexts. Teacher inquiry may or may not include formal gathering and analysis of data and writing for publication.

by Helen Featherstone - 1993
Presents narratives on beginning teachers and their experiences. They describe a complex interplay between self-discovery and explorations of individual students and subject matter.

by Ardra Cole - 1992

by Derek Bok - 1991
Strategies for enhancing the quality of instruction at the university level

by Ann Lieberman & Lynne Miller - 1990
This article focuses on professional practice schools as contexts for the continuing professional development of experienced inservice teachers. A framework for developing a culture of inquiry in a school is provided, appropriate professional growth activities are considered, and problems and dilemmas associated with teacher development in professional practice schools are discussed.

by Margret Buchmann - 1990
This article examines factors which contribute to the development of professional thinking in the helping professions, including teaching.

by Richard Anderson & Bonnie Armbruster - 1990
This article describes some maxims derived from recent theory in learning and instruction and from reflection on excellent practice, explaining and illustrating them using examples from a successful literacy training program, Reading Recovery.

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  • Journal of In-service Education
    The Journal of In-service Education is a fully-refereed international journal that publishes original contributions on the subject of teacher education in its widest sense: initial preparation as it affects induction, in-service education, professional development, and the work of teachers' centers, advisory services and INSET units.
  • Teachers and Teaching: theory and practice
    The aim of Teachers and Teaching: theory and practice is to provide an international focal point for the publication of research on teachers and teaching, in particular on teacher thinking. It offers a means of communication and dissemination of completed research and research in progress, whilst also providing a forum for debate between researchers. Drawing together qualitative and quantitative research from different countries and cultures, it includes theoretical reflections on the connections between theory and practice in teachers’ work and other research of professional interest. It represents the latest phase in the development of the International Study Association on Teacher Thinking (ISATT), a world-wide association of researchers, teacher educators, and teachers.
  • Innovations in Education and Training International
    IETI is essential reading for all practitioners and decision makers who want to stay informed about the developments in education and training. It is the official journal of the Staff and Educational Development Association, newly merged with the Association of Education and Training Technology. The content includes a range of perspectives, and important contributions on new developments in educational technology. IETI is a valuable resource for teaching staff, staff developers and managers in higher and further education, continuing education, and training organisations.
  • Interchange
    Interchange, an externally refereed educational quarterly, embraces educational theory, research, analysis, history, philosophy, policy, and practice. The journal seeks to foster exchanges among practitioners, policy-makers, and scholars, and to provide a forum for comment on issues and trends in education.
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