"Christopher Day and Judyth Sachs have done a remarkable job of
pulling together an outstanding collection of essays on
professional development that reflect its stunning diversity in
different regions around the world. They have done for readers what
no one else has accomplished in nearly a quarter century: Combine
in a single volume a clear and concise description of professional
development's past, present, and projected future internationally."
Thomas R. Guskey, University of Kentucky. "an engaging text through
out and can be dipped in to or read from beginning to end... The
editors and authors of this book have done a great service to
teachers and professional development educators worldwide" Journal
of Inservice EducationThis Handbook brings together theoretical and
empirical research on purposes, policies and practices of teachers'
continuing professional development (CPD) over the last twenty
years.It provides a unique collection of regional writing from key
professionals in different regions of the world, featuring: A
review of current CPD literature Discussion of the politics,
policies and purposes of CPD Case studies from Europe, USA,
Australia, Asia, Africa and South America A synthesis of research
and future research possibilities The book comprises a fascinating
mix of conceptual framing, accounts of purposes and practices, case
studies and analyses of best practice from a range of highly
regarded writers in the field. It is an indispensable source book
for policy makers and teachers at all levels of the education
systems.Contributors: Beatrice Avalos, Ray Bolam, Pam Christie,
Marion Dadds, Christopher Day, John Elliott, Susan
Groundwater-Smith, Shirley Grundy, Ken Harley, Alma Harris, Geert
Kelchtermans, Geoff Lindsay, Judith Warren Little, Agnes McMahon,
Daniel Muijs, Alan Penny, Judith Robison, Judyth Sachs, Ciaran
Sugrue, David Tripp
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