Description
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.
Table of Contents
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
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- 電子書籍
- 月刊 東京タワーvol.6 近景・芝公…
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- 電子書籍
- 経済界2020年3月号
