Continuing Professional Development For Teachers

Author: Carol Morgan
Publisher: Routledge
ISBN: 1135725845
Size: 17.41 MB
Format: PDF, ePub
View: 1962
This volume is designed for teachers, whether just setting out or climbing the ladder. It examines the complex set of options and requirements facing teachers, from qualifying as a teacher to developing skills through middle and senior roles, and continually improving teaching skills.

Leading And Managing Continuing Professional Development

Author: Peter Earley
Publisher: SAGE
ISBN: 9780761943228
Size: 25.98 MB
Format: PDF
View: 6148
This book gives an up to date picture of a rapidly changing field, enhances understanding of continuing professional development and its potential to bring about change and development to improve the quality of teaching and learning in schools.

Managing Continuing Professional Development In Schools

Author: Professor Harry Tomlinson
Publisher: SAGE
ISBN: 9781446231968
Size: 14.90 MB
Format: PDF, Docs
View: 3588
""The one phrase that comes to mind after reading this book is wide-ranging'.... This book provides an excellent forum for a debate of wide-ranging issues' - J"ournal of Continuing Professional Development "This book is impressive for its detail and for its exploration of the issues of professional development, and sets out to be a fully comprehensive account of it, both historically and in its contemporary state as it moves forward with the New Labour government' - "Teacher Development '"This is an excellent text. It will be of considerable interest to educational managers, to those on educational management programmes, and to those who teach and research in educational management' - "Mentoring and Tutoring " Managing Continuing Professional Development in Schools brings together commentary from experts in all aspects of CPD in schools. This timely analysis is essential reading for all teachers and those considering entering the profession. The teacher s career is being redefined.

Early Professional Development For Teachers

Author: Frank Banks
Publisher: Routledge
ISBN: 1136630848
Size: 23.22 MB
Format: PDF, ePub
View: 6300
Early Professional Development has recently been recognized throughout the UK as a key area for improving the quality of teaching and learning in schools. All teachers need support to move from novice to expert. Set out here is a range of articles to help them achieve that goal. Included are practical strategies for investigating classrooms, ideas about teaching and learning, and key debates concerning professional development, all selected with the aim of moving classroom practice forward. This book offers teachers the opportunity to explore the latest debates on professional development as well as providing practical tips for use in the classroom, and is a rich resource for those teachers committed to developing their teaching for the benefit of their pupils.

A Handbook For Teaching And Learning In Higher Education

Author: Heather Fry
Publisher: Routledge
ISBN: 1317650220
Size: 63.87 MB
Format: PDF, ePub, Docs
View: 7081
This entirely new edition of a very successful book focuses on developing professional academic skills for supporting and supervising student learning and effective teaching. It is built on the premise that the roles of those who teach in higher education are complex and multi-faceted. A Handbook for Teaching and Learning in Higher Education is sensitive to the competing demands of teaching, research, scholarship, and academic management. The new edition reflects and responds to the rapidly changing context of higher education and to current understanding of how to best support student learning. Drawing together a large number of expert authors, it continues to feature extensive use of case studies that show how successful teachers have implemented these ideas. It includes key topics such as student engagement and motivation, internationalisation, employability, inclusive strategies for teaching, effective use of technology and issues relating to postgraduate students and student retention. Part 1 explores a number of aspects of the context of UK higher education that affect the education of students, looking at the drivers of institutional behaviours and how to achieve success as a university teacher. Part 2 examines learning, teaching and supervising in higher education and includes chapters on working with diversity, encouraging independent learning and learning gain. Part 3 considers approaches to teaching and learning in different disciplines, covering a full range including arts and humanities, social sciences, experimental sciences through to medicine and dentistry. Written to support the excellence in teaching and learning design required to bring about student learning of the highest quality, this will be essential reading for all new lecturers, particularly anyone taking an accredited course in teaching and learning in higher education, as well as those experienced lecturers who wish to improve their teaching practice. Those working in adult learning and educational development will also find the book to be a particularly useful resource. In addition it will appeal to staff who support learning and teaching in various other roles.

Mentoring In Physical Education

Author: Michael Mawer
Publisher: Psychology Press
ISBN: 9780750705646
Size: 26.25 MB
Format: PDF, Kindle
View: 3151
As teacher training has become more school based in recent years, the role of teachers acting as mentors to trainees has become a very important aspect of partnership training schemes jointly planned and implemented by both school and university. Although a number of texts have looked at the more general aspects of mentoring, very little is known about the issues that influence the design of partnership schemes in specific subject areas. This book, however, does just this by addressing these issues with regard to physical education. The issues raised by the highly regarded contributors to this book contribute to the knowledge of, and ongoing debate about, the complex and difficult task of mentoring in physical education. They will also help those who are responsible for the design of partnership schemes to create coherent, meaningful and relevant programmes of teacher preparation based on close collaboration and carefully structured school-based support. Clearly written and based on recent research from the UK, Australia, and the USA, this book is essential reading for primary and secondary PE teacher trainers, for school-based physical education mentors and their students, and for lecturers running mentor training programmes as part of postgraduate course modules.

Authentic Professional Learning

Author: Ann Webster-Wright
Publisher: Springer Science & Business Media
ISBN: 9789048139477
Size: 37.85 MB
Format: PDF, ePub, Docs
View: 5467
There is considerable and growing interest in professionals learning across their working lives. The growth in this interest is likely premised upon the increasing percentage of those who are being employed under the designation as professi- als or para-professional workers in advanced industrial economies. Part of being designated in this way is a requirement to be able to work autonomously and in a relatively self-regulated manner. Of course, many other kinds of employment also demand such behaviours. However, there is particular attention being given to the ongoing development of workers who are seen to make crucial decisions and take actions about health, legal and ?nancial matters. Part of this attention derives from expectations within the community that those who are granted relative autonomy and are often paid handsomely should be current and informed in their decisi- making. Then, like all other workers, professionals are required to maintain their competence in the face of changing requirements for work. Consequently, a volume that seeks to inform how best this ongoing learning can be understood, supported and assisted is most timely and welcomed. This volume seeks to elaborate professional learning through a consideration of the concept of authentic professional learning. What is proposed here is that, in contrast to programmatic approaches towards professional development, the process of continuing professional learning is a personal, complex and diverse process that does not lend itself to easy prescription or the realisation of others’ intents.