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International Perspectives on Teacher Professional Development:
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$108.00
Authors: Rodrigues, Susan (University of Edinburgh) 
Book Description:
Teacher professional development is subject to reform as a consequence of three, often interwoven influences: innovation, politics and pedagogy. For example, recent decades have seen elearning and eteaching take centre stage. As technologies have become more accessible and relevant, so professional development has had to keep pace, in order to provide teachers with an opportunity to develop skills and experiences to deal with this innovation. In terms of politics, as the prescription of input and the measurement of output are regulated and deregulated by the State, so teacher professional development shifts to meet accountability and credibility demands. Likewise, as our understanding of learning and teaching evolves, in terms of knowledge, processes, dispositions and evaluation, subsequent teacher professional development programmes responded to these current or in-vogue research findings.
This new and much-needed book describes how teacher professional development in science education, from initial teacher education to continuing professional development, continues to face and address the various challenges that arise as a consequence of innovation, politics o

Table of Contents:
Dedication;

Chapter 1. Teacher Professional Developments in Science Education; pp. 1-13
(Susan Rodrigues, University of Edinburgh);

Chapter 2. Partnerships in Pedagogy and Research in Professional - Personal Identity Formation in Early Secondary Teaching; pp. 15-33 (Rod Fawns et al., University of Melbourne);

Chapter 3. Preparing Teachers of Chemistry for a Global Market; pp. 35-55
(Deborah Corrigan, Monash University, Australia);

Chapter 4. The Centrality of PCK in Professional Development for Primary Science and Technology Teachers: Towards School-Wide Reform; pp. 57-78
(Alister Jones and Judy Moreland, University of Waikato);

Chapter 5. Learning by Design as an Approach for Developing Science Teachers' ICT-Related Pedagogical Content Knowing; pp. 79-101
(Nicos Valanides and Charoula Angel, University of Cyprus);

Chapter 6. Training In-Service Science Teachers for Promoting Innovation in Secondary School. “Science Interactive” Model; pp. 103-124
(Raquel-Amaya Martínez, Beatriz Rodríguez Ruiz and Andrés Sampedro, Oviedo University);

Chapter 7. Characteristics of a Communal Model of Teacher Professional Development: The Role of Readiness, Risk, Reflection, Resource, Relevance and Recognition; pp. 125-148
(Susan Rodrigues, University of Edinburgh);

Chapter 8. A Post-Gesellschaft-Gemeinschaft? A Sociological Account of the ‘PIPS’ Project; pp. 149-163
(Andrew Marks);

Chapter 9. Risk Negotiation in Practice. Interactive Reflection on a Complex Issue: A Practicable Example; pp. 165-187
(Hans Keune, University of Antwerp-STEM);

Chapter 10. Planning Professional Development: Meeting the Needs of Teacher Participants; pp. 189-209
(Christine Redman, University of Melbourne);

Index.

   Binding: Hardcover
   Pub. Date: 2005
   ISBN: 978-1-59454-217-6
   Status: AV
  
Status Code Description
AN Announcing
FM Formatting
PP Page Proofs
FP Final Production
EP Editorial Production
PR At Prepress
AP At Press
AV Available
  
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