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Thisbookmakes a major contribution to knowledge and theory by
drawing implications of teacher effectiveness research for the
field of teacher training and professional development.The first
part of the book provides a critical review of research on teacher
training and professional development and illustrates the
limitations of the main approaches to teacher development such as
the competence-based and the holistic approach. A dynamic
perspective to policy and practice in teacher training and
professional development is advocated.The second part of the book
provides a critical review of research on teacher effectiveness.
The main phases of this field of research are analysed. It is
pointed out that teacher factors are presented as being in
opposition to one another. An integrated approach in defining
quality of teaching is adopted. The importance of taking into
account findings of studies investigating differential teacher
effectiveness is argued. Another significant limitation of this
field of research is that the whole process of searching for
teacher effectiveness factor was not able to have a significant
impact upon teacher training and professional development. For this
reason it is advocated that teacher training and professional
development should be focused on how to address grouping of
specific teacher factors associated with student learning and on
how to help teachers improve their teaching skills by moving from
using skills associated with direct teaching only to more advanced
skills concerned with new teaching approaches and differentiation
of teaching. The book refers to studies conducted in different
countries illustrating how the proposed approach can be used by
policy and practice in teacher education. Specifically, the
bookprovides evidence supporting the validity of the theoretical
framework upon which this approach is based. Moreover, experimental
and longitudinal studies supporting the use of this approach for
improvement purposes are presented and suggestions for further
research utilising and expanding the Dynamic Approach for teacher
training and professional development are provided."
This book makes a major contribution to knowledge and theory by
drawing implications of teacher effectiveness research for the
field of teacher training and professional development. The first
part of the book provides a critical review of research on teacher
training and professional development and illustrates the
limitations of the main approaches to teacher development such as
the competence-based and the holistic approach. A dynamic
perspective to policy and practice in teacher training and
professional development is advocated. The second part of the book
provides a critical review of research on teacher effectiveness.
The main phases of this field of research are analysed. It is
pointed out that teacher factors are presented as being in
opposition to one another. An integrated approach in defining
quality of teaching is adopted. The importance of taking into
account findings of studies investigating differential teacher
effectiveness is argued. Another significant limitation of this
field of research is that the whole process of searching for
teacher effectiveness factor was not able to have a significant
impact upon teacher training and professional development. For this
reason it is advocated that teacher training and professional
development should be focused on how to address grouping of
specific teacher factors associated with student learning and on
how to help teachers improve their teaching skills by moving from
using skills associated with direct teaching only to more advanced
skills concerned with new teaching approaches and differentiation
of teaching. The book refers to studies conducted in different
countries illustrating how the proposed approach can be used by
policy and practice in teacher education. Specifically, the book
provides evidence supporting the validity of the theoretical
framework upon which this approach is based. Moreover, experimental
and longitudinal studies supporting the use of this approach for
improvement purposes are presented and suggestions for further
research utilising and expanding the Dynamic Approach for teacher
training and professional development are provided.
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