A Conceptual Framework for Teacher Professional Development: The Whole Teacher Approach

Autor/inn/en	Chen, Jie-Qi; McCray, Jennifer
Titel	A Conceptual Framework for Teacher Professional Development: The Whole Teacher Approach
Quelle	In: NHSA Dialog, 15 (2012) 1, S.8-23 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-0754
Schlagwörter	Program Evaluation; Professional Development; Teaching Methods; Models; Inservice Teacher Education; Mathematics Achievement; Program Implementation; Mathematics Instruction; Mathematics Education; Preschool Children; Preschool Education; Early Childhood Education; Teacher Attitudes; Mathematics Teachers; Intervention; Pretests Posttests; Scores + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Lehrerfortbildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerverhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende
Abstract	In this article, we describe a conceptual framework for in-service professional development--the Whole Teacher approach. A significant departure from the traditional approach to professional development that speaks primarily to teachers' acquisition of knowledge and skills, the Whole Teacher framework emphasizes promoting all aspects of a teacher's development, including attitudes, knowledge, and practice. Putting the framework in operation, we describe a project proven to be effective in helping to develop teachers' competence and increase children's performance in early mathematics. We focus on how the Whole Teacher framework guided the project's design, implementation, and program evaluation. The article concludes with a discussion regarding the significance of the Whole Teacher approach to teacher professional development. (Contains 2 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10