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ERIC Number: ED434878
Record Type: Non-Journal
Publication Date: 1999
Pages: 264
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-7507-0747-X
ISSN: N/A
Developing Teachers: The Challenges of Lifelong Learning. Educational Change and Development Series.
Day, Christopher
This book examines the nature of teacher professionalism, the continuing professional development of teachers, and the contexts in which this occurs. Using a range of international research and development work, the book discusses how personal and professional contexts promote and inhibit improvement in teaching. It examines the effects of school leadership and culture; the place of appraisal and personal development records in teacher and school development; inservice as intervention; reflective practice; partnerships between schools and universities; and networks for improvement. Finally, the book highlights the complexities of becoming and remaining an effective teacher in changing circumstances, arguing that without a focus on lifelong learning, teachers cannot provide the best learning opportunities for their students. There are 10 chapters: (1) "Being a Teacher, Developing as a Professional"; (2) "Teachers as Inquirers"; (3) "Understanding Teachers' Development: Experience, Expertise, and Competence"; (4) "Teachers' Conditions of Work: Classrooms, Cultures, and Leadership"; (5) "Self-Renewal: Appraisal, Change, and Personal Development Planning"; (6) "School-Led Professional Development: A Case Study"; (7) "In-Service Education and Training: Limits and Possibilities"; (8) "Learning through Partnerships"; (9) "Networks for Learning: Teacher Development, School Improvement"; and (10) "The Role of Teachers in a Learning Society." (Contains approximately 480 references, 21 figures, and an index.) (SM)
Taylor & Francis, Inc., 1900 Frost Rd., Suite 101, Bristol, PA 19007-1598. Tel: 800-821-8312 (Toll Free).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A