Teacher Professional Development for Improving Quality of Teaching:
Saved in:
| Format: | Book |
|---|---|
| Language: | English |
| Published: |
Dordrecht [u.a.]
Springer Verlag
2013
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | XVIII, 262 S. graph. Darst. |
| ISBN: | 9789400752061 |
Staff View
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Record in the Search Index
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|---|---|
| adam_text | IMAGE 1
CONTENTS
PART I RESEARCH ON TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT
1 TOWARDS THE DEVELOPMENT OF A DYNAMIC APPROACH TO TEACHER PROFESSIONAL
DEVELOPMENT 3
INTRODUCTION 3
THE RATIONALE OF A DYNAMIC APPROACH TO TEACHER PROFESSIONAL DEVELOPMENT
7
AIMS AND OUTLINE OF THE BOOK 10
THE AIMS OF THE
BOOK..........................................................................
10
THE NATURE AND STRUCTURE OF THE BOOK 10
2 IMPROVEMENT OF TEACHING BY MASTERING SPECIFIC COMPETENCES: THE
COMPETENCY-BASED APPROACH 13
INTRODUCTION 13
RATIONALE AND BACKGROUND 14
DEFINITION AND MAIN CHARACTERISTICS 17
USING THE CBA FOR DEVELOPING EDUCATIONAL
POLICY.................................. 19
STRENGTHS AND WEAKNESSES 23
STRENGTHS AND ADVANTAGES 23
WEAKNESSES AND LIMITATIONS 25
3 IMPROVEMENT OF TEACHING THROUGH CRITICAL RESSECTION: THE HOLISTIC
APPROACH............................................................................
29
INTRODUCTION...............................................................................................
29
RATIONALE AND
BACKGROUND........................................................................
29
DEFINITION AND MAIN CHARACTERISTICS 31
USING THE HA FOR DEVELOPING EDUCATIONAL
POLICY.................................... 34
STRENGTHS AND WEAKNESSES 37
STRENGTHS AND ADVANTAGES 37
WEAKNESSES AND LIMITATIONS 39
IX
IMAGE 2
X
CONTENTS
4 GOING BEYOND THE CLASSICAL DICHOTOMY RELATED TO THE CONTENT OF TEACHER
TRAINING AND PROFESSIONAL
DEVELOPMENT...............................................................
43
INTRODUCTION...............................................................................................
43
CONCLUSIONS ABOUT THE TWO DOMINANT APPROACHES TO TEACHER TRAINING AND
PROFESSIONAL DEVELOPMENT 44
THESIS-ANTITHESIS-SYNTHESIS: THE RATIONALE OF MERGING THE TWO DOMINANT
APPROACHES.............................................. 45
CHARACTERISTICS OF EFFECTIVE TEACHER TRAINING AND PROFESSIONAL
DEVELOPMENT PROGRAMMES 51
THE CONTENT OF THE PROGRAMME SHOULD HAVE A CLEAR FOCUS ON SPECIFIC
SKILLS WHICH ARE LINKED TO THE DAILY TEACHING AND HAVE BEEN FOUND TO BE
POSITIVELY RELATED TO STUDENT
PROGRESS...............................................................................
52
THE CONTENT OF THE TRAINING PROGRAMME SHOULD BE DIFFERENTIATED SO AS TO
MEET THE PARTICIPANTS DIFFERENT PRIORITIES FOR IMPROVEMENT AND TO
ADDRESS CONTEXTUAL ISSUES INFLUENCING QUALITY OF
TEACHING........................................................... 53
THE PROGRAMME SHOULD PROVIDE OPPORTUNITIES FOR ACTIVE PARTICIPATION AND
ENGAGEMENT OF THE TEACHERS AND PROVISION OF FEEDBACK FOR EACH
TEAEHER....................................... 55
THE PROGRAMME SHOULD PROVIDE OPPORTUNITIES FOR COLLABORATION AND
NETWORKING AMONG TEACHERS IN THE SAME SCHOOL, THE SAME CLASS OR TEACHING
THE SAME SUBJECT..................................... 57
THE PROGRAMME SHOULD LAST FOR A SUFFICIENT PERIOD OF TIME..............
59
THE PROGRAMME IMPACT ON TEACHING SKILLS AND STUDENT ACHIEVEMENT SHOULD
BE EVALUATED.................................. 59
PART 11 MAIN FOUNDATIONS OF RESEARCH ON TEACHER EFFECTIVENESS
5 ESTABLISHING THE FIELD OF TEACHER EFFECTIVENESS RESEARCH: MOVING FROM
INVESTIGATING PERSONAL CHARACTERISTICS OF TEACHERS TO UNDERSTANDING
EFFECTIVE TEACHING PRACTICES 65 INTRODUCTION 65
RESEARCH INTO TEACHER EFFEETIVENESS: MAJOR
FINDINGS.............................. 66
PRESAGE-PRODUCT STUDIES: THE EARLY PHASE OF
TER............................. 67
THE PROCESS-PRODUET
STUDIES................................................................
68
BEYOND-CLASSROOM BEHAVIOUR 71
CONCLUDING
COMMENTS.........................................................................
74
CONCEPTUAL LIMITATIONS OF
TER................................................................ 74
RESOUREE UTILISATION
MODEL..................................................................
75
THE SCHOOL-CONSTITUENCIES SATISFACTION
MODEL................................... 76
THE ACCOUNTABILITY
MODEL...................................................................
76
THE ABSENCE OF PROBLEMS
MODEL......................................................... 77
THE CONTINUOUS LEARNING
MODEL......................................................... 77
CONCLUDING
COMMENTS..............................................................................
78
IMAGE 3
CONTENTS XL
6 DIFFERENT APPROACHES TO TEACHING WHICH EMERGED
FROM TEACHER EFFECTIVENESS
RESEARCH.................................................... 81
INTRODUCTION 81
MASTERY LEARNING 81
DIRECT AND ACTIVE TEACHING
APPROACH...................................................... 85
NEW LEARNING AND TEACHING: A CONSTRUCTIVISM APPROACH 86
BEYOND BASIC KNOWLEDGE AND SKILLS IN LANGUAGE AND MATHEMATICS 86
A NEW VIEW ON
LEARNING..................................................................
87
NEW WAYS OF TEACHING: A CONSTRUCTIVIST APPROACH 88
RESEARCH ON NEW LEARNING AND TEACHING 90
A COMPARISON BETWEEN DIRECT (INTERACTIVE) AND CONSTRUCTIVIST INSTRUCTION
91
EFFECTIVE SCHOOL IMPROVEMENT IN MATHEMATICS (MIP) 92
THE IMPLEMENTATION OF NEW TEACHING 95
THE COMBINATION OF DIFFERENT APPROACHES TO LEARNING AND
TEACHING..........................................................................
97
7 ESTABLISHING THEORETICAL FRAMEWORKS TO DESCRIBE TEACHER
EFFECTIVENESS................................ 101
INTRODUCTION 101
THE COMPREHENSIVE MODEL OF EDUCATIONAL EFFECTIVENESS:
GENERAL CHARACTERISTICS 101
THE CARROLL MODEL FOR LEARNING IN SCHOOLS: A STARTING POINT FOR
DEVELOPING THE COMPREHENSIVE MODEL............... 102 INSTRUCTIONAL
THEORIES AS THE BASIS FOR THE DEVELOPMENT OF CREEMERS S
MODEL............................................................................
103
THE CONDITIONAL ROLE OF THE SCHOOL
LEVEL........................................... 105
QUALITY, TIME AND OPPORTUNITY AT THE SCHOOL
LEVEL............................. 105
THE MAIN ASSUMPTIONS OF THE COMPREHENSIVE MODEL.........................
109
THE FOUR FORMAL PRINCIPLES OF THE
MODEL............................................ 109
THE DYNAMIC MODEL OF EDUCATIONAL EFFECTIVENESS 111
NATIONAL STUDIES TESTING THE VALIDITY OF THE COMPREHENSIVE MODEL: A
STARTING POINT FOR THE DEVELOPMENT OF THE DYNAMIC
MODEL.........................................................................
111
THE ESSENTIAL CHARACTERISTICS OF THE DYNAMIC
MODEL.......................... 117
DIMENSIONS OF MEASURING EFFECTIVENESS FACTORS 120
CLASSROOM FACTORS OF THE DYNAMIC
MODEL........................................... 124
SCHOOL FACTORS OF THE DYNAMIC
MODEL................................................. 130
MAIN CONCLUSIONS EMERGING FROM THE SECOND PART OF THIS BOOK............
134
PART III COMBINING TEACHER EFFECTIVENESS RESEARCH WITH RESEARCH ON
TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT
8 USING THE DYNAMIC MODEL TO DEVELOP AN INTEGRATED APPROACH TO TEACHER
TRAINING AND PROFESSIONAL DEVELOPMENT 139
INTRODUCTION 139
IMAGE 4
XII
CONTENTS
STUDIES SEEKING TO IDENTIFY STAGES OF EFFECTIVE TEACHING 139
A STUDY SEEKING TO IDENTIFY FOR STAGES: LEVELS OF EFFECTIVE TEACHING
CONDUCTED IN CYPRUS 140
SEEKING FOR STAGES OF EFFECTIVE TEACHING IN DIFFERENT CONTEXTS:
TESTING THE VALIDITY OFTHE DYNAMIC MODEL IN
CANADA........................ 152
A DYNAMIC APPROACH TO TEACHER PROFESSIONAL DEVELOPMENT 155
THE MAIN STEPS OF THE DIA 156
9 AN EXPERIMENTAL STUDY OF TEACHER PROFESSIONAL DEVELOPMENT BASED ON THE
DYNAMIC INTEGRATED APPROACH 161 INTRODUCTION 161
PHASES OF THE STUDY 162
PHASE 1: INITIAL
EVALUATION....................................................................
162
PHASE 2: THE FORMATION OFTHE TWO EXPERIMENTAL GROUPS..................
162
PHASE 3: THE ESTABLISHMENT OF THE TRAINING
SESSIONS.......................... 162
PHASE 4: FINAL EVALUATION AND 8TH SESSION: MEASUREMENT OF TEACHING
SKILLS, TEACHER PERCEPTIONS TOWARDS TEACHING AND STUDENT OUTCOMES 166
MEASURES 166
STUDENT ACHIEVEMENT IN
MATHEMATICS.................................................. 166
STUDENT BACKGROUND FACTORS 167
OPPORTUNITY TO
LEARN............................................................................
167
CONTEXTUAL FACTORS AT TEACHER/CLASSROOM
LEVEL.................................. 168
QUALITY OF TEACHING 168
RESULTS...................................................................
168
IMPACT ON TEACHING SKILLS 168
IMPACT ON TEACHER PERCEPTIONS AND ATTITUDES 170
IMPACT ON STUDENT ACHIEVEMENT 170
IMPLICATIONS...............................................................................................
175
SUMMARY OF RESULTS 175
LMPLICATION OF RESEARCH FINDINGS 177
APPENDIX A: DESCRIPTION OF THE CONTENT OF THE TEACHER PROFESSIONAL
DEVELOPMENT PROGRAMME BASED ON DIA............................. 179
FIRST GROUP (STAGE 1): BASIC ELEMENTS OF DIRECT
TEACHING.................. 179
SECOND GROUP (STAGE 2): INCORPORATING ASPECTS OF QUALITY AND TOUCHING ON
ACTIVE TEACHING....................................... 180
THIRD GROUP (STAGE 3): ACQUIRING QUALITY IN DIRECT TEACHING AND REACHING
OUT 180
FOURTH GROUP (STAGE 4): DIFFERENTIATION OF TEACHING AND PUTTING ASPECTS
OF QUALITY INTO NEW TEACHING 181
10 BROADENING THE SCOPE OF THE DYNAMIC INTEGRATED APPROACH TO TEACHER
PROFESSIONAL DEVELOPMENT 183
INTRODUCTION.................. 183
SEARCHING FOR STAGES OF TEACHER SKILLS IN ASSESSMENT:
IMPLICATIONS FOR RESEARCH ON TEACHER PROFESSIONAL DEVELOPMENT 184
IMAGE 5
CONTENTS X1LI
THE THEORETICAL BACKGROUND OF THE STUDY 184
A FRAMEWORK FOR INVESTIGATING TEACHERS SKILLS IN ASSESSMENT..........
184 RESEARCH DESIGN AND RESULTS OF THE FIRST PHASE OF THE
STUDY.............. 188
THE SECOND PHASE OF THE
PROJECT.......................................................... 192
RESEARCH INSTRUMENTS 196
THE MAIN RESULTS OF THE SECOND PHASE OF THE PROJECT 197
IMPLICATIONS FOR RESEARCH ON TEACHER PROFESSIONAL DEVELOPMENT....... 203
THE ADDED YALUE OF USING DASI TO PROVIDE INSET COURSES ON A SCHOOL
BASIS: A GROUP RANDOMISATION STUDY 204
THE THEORETICAL BACKGROUND OF THE STUDY 204
RESEARCH DESIGN AND METHODS 205
MAIN RESULTS.... 207
IMPLICATIONS AND SUGGESTIONS FOR FURTHER
RESEARCH............................. 211
11 IMPLICATIONS FOR RESEARCH, POLICY AND PRACTICE: A WAY FORWARD.. 215
INTRODUCTION...............................................................................................
215
IMPLICATIONS FOR RESEARCH ON TEACHER PROFESSIONAL DEVELOPMENT 216
IMPLICATIONS FOR POLICY AND PRACTICE 220
REFERENCES 225
INDEX. 257
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| isbn | 9789400752061 |
| language | English |
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| physical | XVIII, 262 S. graph. Darst. |
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| spelling | Teacher Professional Development for Improving Quality of Teaching Bert Creemers ... (Hg.) Dordrecht [u.a.] Springer Verlag 2013 XVIII, 262 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Unterricht (DE-588)4062005-0 gnd rswk-swf Lehrer (DE-588)4035088-5 gnd rswk-swf Berufserfahrung (DE-588)4144763-3 gnd rswk-swf Lehrer (DE-588)4035088-5 s Berufserfahrung (DE-588)4144763-3 s Unterricht (DE-588)4062005-0 s DE-604 Creemers, Hubertus Peter Maria Sonstige oth V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025430959&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Teacher Professional Development for Improving Quality of Teaching Unterricht (DE-588)4062005-0 gnd Lehrer (DE-588)4035088-5 gnd Berufserfahrung (DE-588)4144763-3 gnd |
| subject_GND | (DE-588)4062005-0 (DE-588)4035088-5 (DE-588)4144763-3 |
| title | Teacher Professional Development for Improving Quality of Teaching |
| title_auth | Teacher Professional Development for Improving Quality of Teaching |
| title_exact_search | Teacher Professional Development for Improving Quality of Teaching |
| title_full | Teacher Professional Development for Improving Quality of Teaching Bert Creemers ... (Hg.) |
| title_fullStr | Teacher Professional Development for Improving Quality of Teaching Bert Creemers ... (Hg.) |
| title_full_unstemmed | Teacher Professional Development for Improving Quality of Teaching Bert Creemers ... (Hg.) |
| title_short | Teacher Professional Development for Improving Quality of Teaching |
| title_sort | teacher professional development for improving quality of teaching |
| topic | Unterricht (DE-588)4062005-0 gnd Lehrer (DE-588)4035088-5 gnd Berufserfahrung (DE-588)4144763-3 gnd |
| topic_facet | Unterricht Lehrer Berufserfahrung |
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