NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ927323
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 58
ISBN: N/A
ISSN: ISSN-1941-5257
A Vygotskian Theory-Based Professional Development: Implications for Culturally Diverse Classrooms
Eun, Barohny
Professional Development in Education, v37 n3 p319-333 2011
Professional development is defined as the main route to quality teaching, which in turn leads to improved learning for all students. Because the real challenges of professional development become apparent only after the implementation process has begun, the present paper focuses on integrating professional development experiences with classroom practices. The challenges of implementation increase as the student population becomes more diversified due to demographic changes. With Vygotsky's views of development as theoretical background, six principles of effective professional development implementation are outlined for teachers working in classrooms that are inhabited by culturally and linguistically diverse students. These six principles focus on the mediational nature of human development and learning.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A