International handbook on the continuing professional development of teachers
著者
書誌事項
International handbook on the continuing professional development of teachers
Open University Press, 2004
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注記
Includes bibliographical references and index
内容説明・目次
内容説明
"Christopher Day and Judyth Sachs have done a remarkable job of pulling together an outstanding collection of essays on professional development that reflect its stunning diversity in different regions around the world. They have done for readers what no one else has accomplished in nearly a quarter century: combine in a single volume a clear and concise description of professional development's past, present, and projected future internationally." - Thomas R. Guskey, University of Kentucky. "an engaging text through out and can be dipped in to or read from beginning to end...The editors and authors of this book have done a great service to teachers and professional development educators worldwide" - "Journal of Inservice Education". This Handbook brings together theoretical and empirical research on purposes, policies and practices of teachers' continuing professional development (CPD) over the last twenty years.
It provides a unique collection of regional writing from key professionals in different regions of the world, featuring: a review of current CPD literature; discussion of the politics, policies and purposes of CPD; case studies from Europe, USA, Australia, Asia, Africa and South America; and asynthesis of research and future research possibilities. The book comprises a fascinating mix of conceptual framing, accounts of purposes and practices, case studies and analyses of best practice from a range of highly regarded writers in the field. It is an indispensable source book for policy makers and teachers at all levels of the education systems. Contributors are: Beatrice Avalos, Ray Bolam, Pam Christie, Marion Dadds, Christopher Day, John Elliott, Susan Groundwater-Smith, Shirley Grundy, Ken Harley, Alma Harris, Geert Kelchtermans, Geoff Lindsay, Judith Warren Little, Agnes McMahon, Daniel Muijs, Alan Penny, Judith Robison, Judyth Sachs, Ciaran Sugrue and David Tripp.
目次
Foreword, Tom Guskey Part 1: A Critical Overview Chapter 1, 'Professionalism, Performativity and Empowerment: Discourses in the Politics, Policies and Purposes of Continuing Professional Development', Christopher Day and Judyth Sachs Chapter 2, 'Literature, definition and models: towards a conceptual map', Ray Bolam and Agnes McMahon Part 2: Regional Case Studies Chapter 3, 'Rhetorics and Realities of C.P.D. across Europe: from Cacophony towards Coherence?', Ciaran Sugrue Chapter 4, '"Looking at Student Work" in the United States: Countervailing Impulses in Professional Development', Judith Warren Little Chapter 5, 'Continuing Professional Development Policies and Practices in the Latin American Region', Beatrice Avalos Chapter 6, 'Teacher Professional Development - Themes and Trends in the Recent Australian Experience', Shirley Grundy and Judith Robison Chapter 7, 'Case Studies from Sub-Saharan Africa', Pam Christie, Ken Harley and Alan Penny Chapter 8, 'Teachers Networks: a new approach to the professional development of teachers in Singapore', David Tripp Part 3: CPD for Professional Renewal Chapter 9, 'CPD for Professional Renewal: Moving Beyond Knowledge for Practice', Geert Kelchtermans Chapter 10, 'Critical Practitioner Inquiry: Towards Responsible Professional Communities of Practice', Susan Groundwater-Smith and Marion Dadds Chapter 11, 'Using Research to Improve Practice: The notion of evidence-based practice', John Elliott Chapter 12, 'Evaluating Continuing Professional Development: an overview', Daniel Muijs, Christopher Day, Alma Harris and Geoff Lindsay
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