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Books > Social sciences > Education > Higher & further education > Teacher training
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The Professional Development of Teachers: Practice and Theory (Hardcover, 2004 ed.)
Loot Price: R3,038
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The Professional Development of Teachers: Practice and Theory (Hardcover, 2004 ed.)
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Hopkins, Bruce Joyce, Michael Huberman, Matthew Miles, and Virginia
Richardson. But we have chosen to present our own experience and
empirical data first and then, in Part 3, to show how this
experience and data relates to models which have been proposed by
others. We will address here methodological issues concerned with
collecting and interpreting evidence of relationships amongst the
many individual and situational factors associated with PD, and
re-visit the arguments about 'process-product' research on PD. In
the light of our experience, we will interrogate models of PD which
have been proposed by others and attempt to move forward our total
understanding of the process of the professional development of
teachers for educational change. In conclusion, we will look at
some current national practice in professional development,
concentrating on the recent English experience of introducing
'strategies' into schools but referring also, by way of contrast,
to the situation in the United States. WHAT'S THE PROBLEM? Why has
the professional development of teachers already exercised so many
good minds for so long? And how can we justify adding another book
to this field? The answer to both questions must lie in the
continuing demand from society in general (at least as interpreted
by politicians and newspaper editors) for improvements in the
quality of education.
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