Many inservice teacher educators are experienced classroom
teachers; however, they have little-if any-formal training in the
design of professional development. As a result, they are likely to
use an unintentional design process to create professional
development that conflicts with what research has found to be
effective, and lacks the capacity to change deeply held
pre-existing beliefs, attitudes, and assumptions of inservice
teachers. This book provides inservice teacher educators with a
design process developed especially for them, in-depth knowledge of
the research foundation of the process, and the confidence to use
that process effectively. This book will provide a comprehensive
view of the relationship between the effectiveness of professional
development and its design.
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