Teachers' professional development :: assessment, training, and learning /
A central aspect of teachers' professional knowledge and competence is the ability to assess students' achievements adequately. Giving grades and marks is one prototypical task in this context. Besides giving grades, assessments for school placements or tracking decisions belong to these t...
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam :
SensePublishers,
2014.
|
| Schriftenreihe: | Future of education research ;
v. 03. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | A central aspect of teachers' professional knowledge and competence is the ability to assess students' achievements adequately. Giving grades and marks is one prototypical task in this context. Besides giving grades, assessments for school placements or tracking decisions belong to these tasks. Relevant students' characteristics which influence teachers' assessments do not only involve academic achievement but also students' responses to different task demands as well as non-academic characteristics such as learning motivation or school anxiety. Closely associated with the investigation of teachers' assessment competences and, more specifically, the investigation of conditions associated with high quality of assessments is the development and evaluation of teacher training programs to improve professional competences. In recent years, there has been considerable progress in the domain of professional teacher training; however, only a very limited number of studies are dedicated to the question to what extend training programs might offer valuable approaches to improve the quality of assessments and to implement high assessment competences. Another important field which is closely related to teachers' competences concerns the question how teachers' professional development is linked to students' learning and learning outcomes. In recent years, the societal demand for evidence that teachers' professional development will result in improved student learning outcomes is increasing. This volume brings together questions on assessment, training, and learning in the professional development of teachers which have not been fully discussed yet. The identification of these research gaps was the reason for dedicating a series of lectures given at the University of Luxembourg 2012 to the topic of professionalization of teachers in these domains. Therefore, this book contains contributions from outstanding international scholars in different academic disciplines to present ideas about open research questions concerning the domains of assessment, training, and learning in the professional development of teachers. |
| Beschreibung: | Includes index. |
| Beschreibung: | 1 online resource (viii, 177 pages) : illustrations. |
| ISBN: | 9789462095366 9462095361 |
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| 490 | 1 | |a The Future of Education Research ; |v volume 03 | |
| 500 | |a Includes index. | ||
| 520 | |a A central aspect of teachers' professional knowledge and competence is the ability to assess students' achievements adequately. Giving grades and marks is one prototypical task in this context. Besides giving grades, assessments for school placements or tracking decisions belong to these tasks. Relevant students' characteristics which influence teachers' assessments do not only involve academic achievement but also students' responses to different task demands as well as non-academic characteristics such as learning motivation or school anxiety. Closely associated with the investigation of teachers' assessment competences and, more specifically, the investigation of conditions associated with high quality of assessments is the development and evaluation of teacher training programs to improve professional competences. In recent years, there has been considerable progress in the domain of professional teacher training; however, only a very limited number of studies are dedicated to the question to what extend training programs might offer valuable approaches to improve the quality of assessments and to implement high assessment competences. Another important field which is closely related to teachers' competences concerns the question how teachers' professional development is linked to students' learning and learning outcomes. In recent years, the societal demand for evidence that teachers' professional development will result in improved student learning outcomes is increasing. This volume brings together questions on assessment, training, and learning in the professional development of teachers which have not been fully discussed yet. The identification of these research gaps was the reason for dedicating a series of lectures given at the University of Luxembourg 2012 to the topic of professionalization of teachers in these domains. Therefore, this book contains contributions from outstanding international scholars in different academic disciplines to present ideas about open research questions concerning the domains of assessment, training, and learning in the professional development of teachers. | ||
| 588 | 0 | |a Online resource; title from PDF title page (SpringerLink, viewed April 18, 2014). | |
| 505 | 0 | |a TABLE OF CONTENTS; THE FUTURE OF EDUCATION RESEARCH: Introduction to the Series of Three Volumes; INTRODUCTION; AFFILIATIONS; TEACHERS' JUDGMENTS OF STUDENTS' ACADEMIC ACHIEVEMENT: Results From Field and Experimental Studies; INTRODUCTION; A MODEL OF TEACHER JUDGMENT ACCURACY; Teacher Judgment Accuracy; Teachers' Judgments; Teacher Characteristics; Judgment Characteristics; Students' Test Performance; Student Characteristics; Test Characteristics; Correspondence Between Judgment and Test Characteristics; Correspondence Between Teacher Characteristics and Student Characteristics. | |
| 505 | 8 | |a EXPERIMENTAL RESEARCH ON TEACHER JUDGMENT ACCURACYThe Simulated Classroom; Teacher Judgment Accuracy within the Simulated Classroom; Moderators of Teacher Judgment Accuracy; SUMMARY AND OUTLOOK; REFERENCES/BIBLIOGRAPHY; AFFILIATIONS; ACCURACY OF TEACHER JUDGMENTS: When and for What Reasons?; INTRODUCTION; ACCUARY OF TEACHER JUDGMENTS; The Concept of Diagnostic Competence1; Indicators of Judgment Accuracy; Potential Moderators of Judgment Accuracy; Accuracy of Global Versus Task-Specific Judgments; WHEN CAN WE EXPECT TO FIND ACCURATE JUGMENTS?; Necessary Conditions (Realistic Accuracy Model). | |
| 505 | 8 | |a Variations of Judgment Accuracy Against the Background of the Realistic Accuracy ModelNecessary Information and Global Versus Task-Specific Judgments; Expertise -- Knowledge; Judgment Relevance and Expertise; VULNERABILITY TO BIAS AND PREDICTION OF STUDENT PERFORMANCE FOR TASK-SPECIFIC AND GLOBAL JUDGMENTS; Vulnerability to Bias: Global Versus Task-Specific Judgments; Student Learning Progress and Teacher Judgment Accuracy; SUMMARY AND IMPLICATIONS; NOTES; REFERENCES/BIBLIOGRAPHY; AFFILIATIONS; IMPROVING TEACHERS' JUDGMENTS: OBTAINING CHANGE THROUGH COGNITIVE PROCESSES. | |
| 505 | 8 | |a TEACHER EXPECTATIONS AND STEREOTYPE THREATATTITUDES, STEREOTYPES, AND SUPPRESSION; ACCOUNTABILITY; STATISTICAL PREDICTION RULES; CONCLUSION; REFERENCES/BIBLIOGRAPHY; AFFILIATIONS; TRAINING PROSPECTIVE TEACHERS IN EDUCATIONAL DIAGNOSTICS; INTRODUCTION; TRAINING PROGRAM ON EDUCATIONAL DIAGNOSTICS FOR PROSPECTIVE TEACHERS; General Outline for the Configuration of the Training Program; Pre-Actional Phase of Diagnosing: Units 1-3; Actional Phase of Diagnosing: Units 4-5; Scope of Application: Units 6-8; Post-Actional Phase of Diagnosing: Units 9-10. | |
| 505 | 8 | |a HOW PROSPECTIVE TEACHERS BENEFIT FROM PRACTICAL DIAGNOSTIC TRAININGParticipants; Design; Procedure; Instruments and Measures; Results; DISCUSSION; AUTHOR NOTE; REFERENCES; AFFILIATIONS; TEACHER LEARNING AND PROFESSIONAL DEVELOPMENT; INTRODUCTION; STUDENT LEARNING; CONTEMPORARY EDUCATIONAL INNOVATIONS FOSTERING STUDENT LEARNING; SEPARATED AND INTEGRATED TEACHER KNOWLEDGE BASE; TEACHER PROFESSIONAL LEARNING; CONCLUSIONS AND DISCUSSION; REFERENCES; AFFILIATIONS; PROFESSIONAL DEVELOPMENT ACROSS THE TEACHING CAREER: TEACHERS' UPTAKE OF FORMAL AND INFORMAL LEARNING OPPORTUNITIES; INTRODUCTION. | |
| 650 | 0 | |a Teachers |x Training of. |0 http://id.loc.gov/authorities/subjects/sh85132999 | |
| 650 | 0 | |a Teacher effectiveness. |0 http://id.loc.gov/authorities/subjects/sh95003615 | |
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| 650 | 7 | |a Teacher effectiveness |2 fast | |
| 650 | 7 | |a Teachers |x Training of |2 fast | |
| 700 | 1 | |a Krolak-Schwerdt, Sabine, |d 1958- |e editor. | |
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| contents | TABLE OF CONTENTS; THE FUTURE OF EDUCATION RESEARCH: Introduction to the Series of Three Volumes; INTRODUCTION; AFFILIATIONS; TEACHERS' JUDGMENTS OF STUDENTS' ACADEMIC ACHIEVEMENT: Results From Field and Experimental Studies; INTRODUCTION; A MODEL OF TEACHER JUDGMENT ACCURACY; Teacher Judgment Accuracy; Teachers' Judgments; Teacher Characteristics; Judgment Characteristics; Students' Test Performance; Student Characteristics; Test Characteristics; Correspondence Between Judgment and Test Characteristics; Correspondence Between Teacher Characteristics and Student Characteristics. EXPERIMENTAL RESEARCH ON TEACHER JUDGMENT ACCURACYThe Simulated Classroom; Teacher Judgment Accuracy within the Simulated Classroom; Moderators of Teacher Judgment Accuracy; SUMMARY AND OUTLOOK; REFERENCES/BIBLIOGRAPHY; AFFILIATIONS; ACCURACY OF TEACHER JUDGMENTS: When and for What Reasons?; INTRODUCTION; ACCUARY OF TEACHER JUDGMENTS; The Concept of Diagnostic Competence1; Indicators of Judgment Accuracy; Potential Moderators of Judgment Accuracy; Accuracy of Global Versus Task-Specific Judgments; WHEN CAN WE EXPECT TO FIND ACCURATE JUGMENTS?; Necessary Conditions (Realistic Accuracy Model). Variations of Judgment Accuracy Against the Background of the Realistic Accuracy ModelNecessary Information and Global Versus Task-Specific Judgments; Expertise -- Knowledge; Judgment Relevance and Expertise; VULNERABILITY TO BIAS AND PREDICTION OF STUDENT PERFORMANCE FOR TASK-SPECIFIC AND GLOBAL JUDGMENTS; Vulnerability to Bias: Global Versus Task-Specific Judgments; Student Learning Progress and Teacher Judgment Accuracy; SUMMARY AND IMPLICATIONS; NOTES; REFERENCES/BIBLIOGRAPHY; AFFILIATIONS; IMPROVING TEACHERS' JUDGMENTS: OBTAINING CHANGE THROUGH COGNITIVE PROCESSES. TEACHER EXPECTATIONS AND STEREOTYPE THREATATTITUDES, STEREOTYPES, AND SUPPRESSION; ACCOUNTABILITY; STATISTICAL PREDICTION RULES; CONCLUSION; REFERENCES/BIBLIOGRAPHY; AFFILIATIONS; TRAINING PROSPECTIVE TEACHERS IN EDUCATIONAL DIAGNOSTICS; INTRODUCTION; TRAINING PROGRAM ON EDUCATIONAL DIAGNOSTICS FOR PROSPECTIVE TEACHERS; General Outline for the Configuration of the Training Program; Pre-Actional Phase of Diagnosing: Units 1-3; Actional Phase of Diagnosing: Units 4-5; Scope of Application: Units 6-8; Post-Actional Phase of Diagnosing: Units 9-10. HOW PROSPECTIVE TEACHERS BENEFIT FROM PRACTICAL DIAGNOSTIC TRAININGParticipants; Design; Procedure; Instruments and Measures; Results; DISCUSSION; AUTHOR NOTE; REFERENCES; AFFILIATIONS; TEACHER LEARNING AND PROFESSIONAL DEVELOPMENT; INTRODUCTION; STUDENT LEARNING; CONTEMPORARY EDUCATIONAL INNOVATIONS FOSTERING STUDENT LEARNING; SEPARATED AND INTEGRATED TEACHER KNOWLEDGE BASE; TEACHER PROFESSIONAL LEARNING; CONCLUSIONS AND DISCUSSION; REFERENCES; AFFILIATIONS; PROFESSIONAL DEVELOPMENT ACROSS THE TEACHING CAREER: TEACHERS' UPTAKE OF FORMAL AND INFORMAL LEARNING OPPORTUNITIES; INTRODUCTION. |
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"><subfield code="a">A central aspect of teachers' professional knowledge and competence is the ability to assess students' achievements adequately. Giving grades and marks is one prototypical task in this context. Besides giving grades, assessments for school placements or tracking decisions belong to these tasks. Relevant students' characteristics which influence teachers' assessments do not only involve academic achievement but also students' responses to different task demands as well as non-academic characteristics such as learning motivation or school anxiety. Closely associated with the investigation of teachers' assessment competences and, more specifically, the investigation of conditions associated with high quality of assessments is the development and evaluation of teacher training programs to improve professional competences. In recent years, there has been considerable progress in the domain of professional teacher training; however, only a very limited number of studies are dedicated to the question to what extend training programs might offer valuable approaches to improve the quality of assessments and to implement high assessment competences. Another important field which is closely related to teachers' competences concerns the question how teachers' professional development is linked to students' learning and learning outcomes. In recent years, the societal demand for evidence that teachers' professional development will result in improved student learning outcomes is increasing. This volume brings together questions on assessment, training, and learning in the professional development of teachers which have not been fully discussed yet. The identification of these research gaps was the reason for dedicating a series of lectures given at the University of Luxembourg 2012 to the topic of professionalization of teachers in these domains. Therefore, this book contains contributions from outstanding international scholars in different academic disciplines to present ideas about open research questions concerning the domains of assessment, training, and learning in the professional development of teachers.</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Online resource; title from PDF title page (SpringerLink, viewed April 18, 2014).</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">TABLE OF CONTENTS; THE FUTURE OF EDUCATION RESEARCH: Introduction to the Series of Three Volumes; INTRODUCTION; AFFILIATIONS; TEACHERS' JUDGMENTS OF STUDENTS' ACADEMIC ACHIEVEMENT: Results From Field and Experimental Studies; INTRODUCTION; A MODEL OF TEACHER JUDGMENT ACCURACY; Teacher Judgment Accuracy; Teachers' Judgments; Teacher Characteristics; Judgment Characteristics; Students' Test Performance; Student Characteristics; Test Characteristics; Correspondence Between Judgment and Test Characteristics; 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| id | ZDB-4-EDU-ocn877062170 |
| illustrated | Illustrated |
| indexdate | 2024-11-26T14:54:11Z |
| institution | BVB |
| isbn | 9789462095366 9462095361 |
| language | English |
| oclc_num | 877062170 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (viii, 177 pages) : illustrations. |
| psigel | ZDB-4-EDU |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | SensePublishers, |
| record_format | marc |
| series | Future of education research ; |
| series2 | The Future of Education Research ; |
| spelling | Teachers' professional development : assessment, training, and learning / edited by Sabine Krolak-Schwerdt, Sabine Glock, Matthias Böhmer. Rotterdam : SensePublishers, 2014. 1 online resource (viii, 177 pages) : illustrations. text txt rdacontent computer c rdamedia online resource cr rdacarrier text file The Future of Education Research ; volume 03 Includes index. A central aspect of teachers' professional knowledge and competence is the ability to assess students' achievements adequately. Giving grades and marks is one prototypical task in this context. Besides giving grades, assessments for school placements or tracking decisions belong to these tasks. Relevant students' characteristics which influence teachers' assessments do not only involve academic achievement but also students' responses to different task demands as well as non-academic characteristics such as learning motivation or school anxiety. Closely associated with the investigation of teachers' assessment competences and, more specifically, the investigation of conditions associated with high quality of assessments is the development and evaluation of teacher training programs to improve professional competences. In recent years, there has been considerable progress in the domain of professional teacher training; however, only a very limited number of studies are dedicated to the question to what extend training programs might offer valuable approaches to improve the quality of assessments and to implement high assessment competences. Another important field which is closely related to teachers' competences concerns the question how teachers' professional development is linked to students' learning and learning outcomes. In recent years, the societal demand for evidence that teachers' professional development will result in improved student learning outcomes is increasing. This volume brings together questions on assessment, training, and learning in the professional development of teachers which have not been fully discussed yet. The identification of these research gaps was the reason for dedicating a series of lectures given at the University of Luxembourg 2012 to the topic of professionalization of teachers in these domains. Therefore, this book contains contributions from outstanding international scholars in different academic disciplines to present ideas about open research questions concerning the domains of assessment, training, and learning in the professional development of teachers. Online resource; title from PDF title page (SpringerLink, viewed April 18, 2014). TABLE OF CONTENTS; THE FUTURE OF EDUCATION RESEARCH: Introduction to the Series of Three Volumes; INTRODUCTION; AFFILIATIONS; TEACHERS' JUDGMENTS OF STUDENTS' ACADEMIC ACHIEVEMENT: Results From Field and Experimental Studies; INTRODUCTION; A MODEL OF TEACHER JUDGMENT ACCURACY; Teacher Judgment Accuracy; Teachers' Judgments; Teacher Characteristics; Judgment Characteristics; Students' Test Performance; Student Characteristics; Test Characteristics; Correspondence Between Judgment and Test Characteristics; Correspondence Between Teacher Characteristics and Student Characteristics. EXPERIMENTAL RESEARCH ON TEACHER JUDGMENT ACCURACYThe Simulated Classroom; Teacher Judgment Accuracy within the Simulated Classroom; Moderators of Teacher Judgment Accuracy; SUMMARY AND OUTLOOK; REFERENCES/BIBLIOGRAPHY; AFFILIATIONS; ACCURACY OF TEACHER JUDGMENTS: When and for What Reasons?; INTRODUCTION; ACCUARY OF TEACHER JUDGMENTS; The Concept of Diagnostic Competence1; Indicators of Judgment Accuracy; Potential Moderators of Judgment Accuracy; Accuracy of Global Versus Task-Specific Judgments; WHEN CAN WE EXPECT TO FIND ACCURATE JUGMENTS?; Necessary Conditions (Realistic Accuracy Model). Variations of Judgment Accuracy Against the Background of the Realistic Accuracy ModelNecessary Information and Global Versus Task-Specific Judgments; Expertise -- Knowledge; Judgment Relevance and Expertise; VULNERABILITY TO BIAS AND PREDICTION OF STUDENT PERFORMANCE FOR TASK-SPECIFIC AND GLOBAL JUDGMENTS; Vulnerability to Bias: Global Versus Task-Specific Judgments; Student Learning Progress and Teacher Judgment Accuracy; SUMMARY AND IMPLICATIONS; NOTES; REFERENCES/BIBLIOGRAPHY; AFFILIATIONS; IMPROVING TEACHERS' JUDGMENTS: OBTAINING CHANGE THROUGH COGNITIVE PROCESSES. TEACHER EXPECTATIONS AND STEREOTYPE THREATATTITUDES, STEREOTYPES, AND SUPPRESSION; ACCOUNTABILITY; STATISTICAL PREDICTION RULES; CONCLUSION; REFERENCES/BIBLIOGRAPHY; AFFILIATIONS; TRAINING PROSPECTIVE TEACHERS IN EDUCATIONAL DIAGNOSTICS; INTRODUCTION; TRAINING PROGRAM ON EDUCATIONAL DIAGNOSTICS FOR PROSPECTIVE TEACHERS; General Outline for the Configuration of the Training Program; Pre-Actional Phase of Diagnosing: Units 1-3; Actional Phase of Diagnosing: Units 4-5; Scope of Application: Units 6-8; Post-Actional Phase of Diagnosing: Units 9-10. HOW PROSPECTIVE TEACHERS BENEFIT FROM PRACTICAL DIAGNOSTIC TRAININGParticipants; Design; Procedure; Instruments and Measures; Results; DISCUSSION; AUTHOR NOTE; REFERENCES; AFFILIATIONS; TEACHER LEARNING AND PROFESSIONAL DEVELOPMENT; INTRODUCTION; STUDENT LEARNING; CONTEMPORARY EDUCATIONAL INNOVATIONS FOSTERING STUDENT LEARNING; SEPARATED AND INTEGRATED TEACHER KNOWLEDGE BASE; TEACHER PROFESSIONAL LEARNING; CONCLUSIONS AND DISCUSSION; REFERENCES; AFFILIATIONS; PROFESSIONAL DEVELOPMENT ACROSS THE TEACHING CAREER: TEACHERS' UPTAKE OF FORMAL AND INFORMAL LEARNING OPPORTUNITIES; INTRODUCTION. Teachers Training of. http://id.loc.gov/authorities/subjects/sh85132999 Teacher effectiveness. http://id.loc.gov/authorities/subjects/sh95003615 Enseignants Formation. Enseignants Efficacité. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Droit. eclas Sciences sociales. eclas Sciences humaines. eclas Teacher effectiveness fast Teachers Training of fast Krolak-Schwerdt, Sabine, 1958- editor. Glock, Sabine, editor. Böhmer, Matthias, editor. has work: Teachers' professional development (Text) https://id.oclc.org/worldcat/entity/E39PCGQgC6Kx7frmtp9FBXdPPP https://id.oclc.org/worldcat/ontology/hasWork Print version: Krolak-Schwerdt, Sabine. Teacher's Professional Development : Assessment, Training, and Learning. Dordrecht : Springer, ©2014 Future of education research ; v. 03. FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=779479 Volltext |
| spellingShingle | Teachers' professional development : assessment, training, and learning / Future of education research ; TABLE OF CONTENTS; THE FUTURE OF EDUCATION RESEARCH: Introduction to the Series of Three Volumes; INTRODUCTION; AFFILIATIONS; TEACHERS' JUDGMENTS OF STUDENTS' ACADEMIC ACHIEVEMENT: Results From Field and Experimental Studies; INTRODUCTION; A MODEL OF TEACHER JUDGMENT ACCURACY; Teacher Judgment Accuracy; Teachers' Judgments; Teacher Characteristics; Judgment Characteristics; Students' Test Performance; Student Characteristics; Test Characteristics; Correspondence Between Judgment and Test Characteristics; Correspondence Between Teacher Characteristics and Student Characteristics. EXPERIMENTAL RESEARCH ON TEACHER JUDGMENT ACCURACYThe Simulated Classroom; Teacher Judgment Accuracy within the Simulated Classroom; Moderators of Teacher Judgment Accuracy; SUMMARY AND OUTLOOK; REFERENCES/BIBLIOGRAPHY; AFFILIATIONS; ACCURACY OF TEACHER JUDGMENTS: When and for What Reasons?; INTRODUCTION; ACCUARY OF TEACHER JUDGMENTS; The Concept of Diagnostic Competence1; Indicators of Judgment Accuracy; Potential Moderators of Judgment Accuracy; Accuracy of Global Versus Task-Specific Judgments; WHEN CAN WE EXPECT TO FIND ACCURATE JUGMENTS?; Necessary Conditions (Realistic Accuracy Model). Variations of Judgment Accuracy Against the Background of the Realistic Accuracy ModelNecessary Information and Global Versus Task-Specific Judgments; Expertise -- Knowledge; Judgment Relevance and Expertise; VULNERABILITY TO BIAS AND PREDICTION OF STUDENT PERFORMANCE FOR TASK-SPECIFIC AND GLOBAL JUDGMENTS; Vulnerability to Bias: Global Versus Task-Specific Judgments; Student Learning Progress and Teacher Judgment Accuracy; SUMMARY AND IMPLICATIONS; NOTES; REFERENCES/BIBLIOGRAPHY; AFFILIATIONS; IMPROVING TEACHERS' JUDGMENTS: OBTAINING CHANGE THROUGH COGNITIVE PROCESSES. TEACHER EXPECTATIONS AND STEREOTYPE THREATATTITUDES, STEREOTYPES, AND SUPPRESSION; ACCOUNTABILITY; STATISTICAL PREDICTION RULES; CONCLUSION; REFERENCES/BIBLIOGRAPHY; AFFILIATIONS; TRAINING PROSPECTIVE TEACHERS IN EDUCATIONAL DIAGNOSTICS; INTRODUCTION; TRAINING PROGRAM ON EDUCATIONAL DIAGNOSTICS FOR PROSPECTIVE TEACHERS; General Outline for the Configuration of the Training Program; Pre-Actional Phase of Diagnosing: Units 1-3; Actional Phase of Diagnosing: Units 4-5; Scope of Application: Units 6-8; Post-Actional Phase of Diagnosing: Units 9-10. HOW PROSPECTIVE TEACHERS BENEFIT FROM PRACTICAL DIAGNOSTIC TRAININGParticipants; Design; Procedure; Instruments and Measures; Results; DISCUSSION; AUTHOR NOTE; REFERENCES; AFFILIATIONS; TEACHER LEARNING AND PROFESSIONAL DEVELOPMENT; INTRODUCTION; STUDENT LEARNING; CONTEMPORARY EDUCATIONAL INNOVATIONS FOSTERING STUDENT LEARNING; SEPARATED AND INTEGRATED TEACHER KNOWLEDGE BASE; TEACHER PROFESSIONAL LEARNING; CONCLUSIONS AND DISCUSSION; REFERENCES; AFFILIATIONS; PROFESSIONAL DEVELOPMENT ACROSS THE TEACHING CAREER: TEACHERS' UPTAKE OF FORMAL AND INFORMAL LEARNING OPPORTUNITIES; INTRODUCTION. Teachers Training of. http://id.loc.gov/authorities/subjects/sh85132999 Teacher effectiveness. http://id.loc.gov/authorities/subjects/sh95003615 Enseignants Formation. Enseignants Efficacité. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Droit. eclas Sciences sociales. eclas Sciences humaines. eclas Teacher effectiveness fast Teachers Training of fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85132999 http://id.loc.gov/authorities/subjects/sh95003615 |
| title | Teachers' professional development : assessment, training, and learning / |
| title_auth | Teachers' professional development : assessment, training, and learning / |
| title_exact_search | Teachers' professional development : assessment, training, and learning / |
| title_full | Teachers' professional development : assessment, training, and learning / edited by Sabine Krolak-Schwerdt, Sabine Glock, Matthias Böhmer. |
| title_fullStr | Teachers' professional development : assessment, training, and learning / edited by Sabine Krolak-Schwerdt, Sabine Glock, Matthias Böhmer. |
| title_full_unstemmed | Teachers' professional development : assessment, training, and learning / edited by Sabine Krolak-Schwerdt, Sabine Glock, Matthias Böhmer. |
| title_short | Teachers' professional development : |
| title_sort | teachers professional development assessment training and learning |
| title_sub | assessment, training, and learning / |
| topic | Teachers Training of. http://id.loc.gov/authorities/subjects/sh85132999 Teacher effectiveness. http://id.loc.gov/authorities/subjects/sh95003615 Enseignants Formation. Enseignants Efficacité. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Droit. eclas Sciences sociales. eclas Sciences humaines. eclas Teacher effectiveness fast Teachers Training of fast |
| topic_facet | Teachers Training of. Teacher effectiveness. Enseignants Formation. Enseignants Efficacité. EDUCATION Essays. EDUCATION Organizations & Institutions. EDUCATION Reference. Droit. Sciences sociales. Sciences humaines. Teacher effectiveness Teachers Training of |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=779479 |
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