Helping Teachers Help Themselves: Professional Development That Makes a Difference

Autor/inn/en	Patton, Kevin; Parker, Melissa; Tannehill, Deborah
Titel	Helping Teachers Help Themselves: Professional Development That Makes a Difference
Quelle	In: NASSP Bulletin, 99 (2015) 1, S.26-42 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/0192636515576040
Schlagwörter	Faculty Development; Human Capital; Teacher Attitudes; Interprofessional Relationship; Cooperation; Communities of Practice; Educational Practices; Teaching Skills; Pedagogical Content Knowledge; Academic Achievement; Correlation + Suchen Sie Ihr Suchwort? Humankapital; Lehrerverhalten; Co-operation; Kooperation; Community; Bildungspraxis; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Pädagogische Kompetenz; Schulleistung; Korrelation
Abstract	For school administrators to facilitate impactful teacher professional development, a shift in thinking that goes beyond the acquisition of new skills and knowledge to helping teachers rethink their practice is required. Based on review of the professional development literature and our own continued observations of professional development, this scholarly article synthesizes findings and presents core features of effective professional development, including what those features might look like in practice. Strategies for teachers, administrators, and schools to begin to engage in meaningful professional development experiences are presented and discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01