Amzat / Valdez Teacher Empowerment Toward Professional Development and Practices

Perspectives Across Borders
1. Auflage 2017
ISBN: 978-981-10-4151-8
Verlag: Springer Singapore
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 307 Seiten, eBook

This book gathers a range of contributions from researchers and practitioners across borders with an emphasis on theoretical arguments and empirical data concerning teacher empowerment. It propels readers to explore powerful teaching practices that can further advance the profession as a continuing priority in the system when appropriately utilized.  Further, it strives to capture teachers’ readiness to improve their professional skills and responsive practices as a form of accountability for their teaching and students’ learning, two aspects that are increasingly being judged by various stakeholders. The book argues that teachers’ autonomous participation and engagement in relevant decision-making activities and equitable access to continuing professional development opportunities are and should remain major priorities.

Zielgruppe

Research

Autoren/Hrsg.

Amzat, Ismail Hussein

Valdez, Nena P.

Inhaltsverzeichnis

Part 1 Teacher Empowerment: Leadership, Autonomy and Accountability.- 1 Evolution of Teacher Leadership as a Challenging Paradigm in Rethinking and Restructuring Educational Settings.-  2 Promoting Teachers' Leadership through Autonomy and Accountability.- 3 Sharing School Leadership: Principalship Empowerment or Relegation?.- 4 Changing Definition of Teacher Professionalism: Autonomy and Accountability.- 5 Teachers' Autonomy and Accountability in Assessing Students' Physical Education in School-based Assessment.- Part 2 Teacher Empowerment: Professional Development and Lifelong Learning.- 6 Transforming Education through Teacher Empowerment in Namibia: Possibilities and Challenges.- 7 Mathematics Continuous Professional Development and its Relevance to the New Era in South Africa.- 8 Professional Training and Lifelong Learning for School Heads of Departments: A Gateway for Headship Continuous Improvement.- 9 Engaging Teachers in Lifelong Learning in Oman for Knowledge Growth andDevelopment: Government Roles and Higher Institutions.- 10 Counseling Ethics Education for Enhanced Professional Identity and Development: Guidance and Counseling Teachers Lifelong Learning Acquisition Empowered.- 11 An Approach to Motivation and Empowerment: The Application of Positive Psychology.- Part 3 Teacher Empowerment: Teacher Responsive Teaching and Learning Initiatives.- 12 Teacher Responsive Teaching and Learning Initiatives through Action Research.- 13 Teaching and Learning for Real-life: The Application of Real-life Moral Dilemma Discussion (Re-LiMDD) for Classroom Interaction.- 14 Infusing Thinking-Based-Learning in 21st Century Classroom: The Role of Teacher Skillful Thinking Skills Training.- 15 Theory into Practice: The Content of Pre-Service Teachers' Reflections in North Cyprus.- Part 4 Teacher Empowerment: Professional Learning Communities and Emerging Technologies.- 16 Fostering Teachers' Professional Development through Collaboration in Professional Learning Communities.- 17 School-based Professional Learning Community: Empowering Teachers as Assessment Leaders in the Change Context.- 18 Professional Learning Communities in a Web 2.0 World: Rethinking the Warrants for Professional Development.- 19 Emerging Technologies as Tools for Enhancing Professional Learning Communities of Mathematics Teacher Development in Botswana.- 20 Using an E-Portfolio for Teaching and Teacher Continuous Learning: A Process for Professional Development Enhancement.

Über Autor(innen)

Ismail Hussein Amzat, PhD is a visiting senior lecturer at the School of Education and Modern Languages (SEML), Universiti Utara Malaysia (UUM), Kedah Malaysia. He was also a visiting Assistant Professor at Sultan Qaboos University (SQU), Oman. He has extensive experience teaching at Malaysian public universities, international colleges and schools.   His research interests include  educational leadership, management, planning and policy. Dr Amzat was the editor-in-chief of the Springer book “Fast forwarding Higher Education Institutions for Global Challenges: Perspectives and Approaches” (2016) and the Routledge book “Teacher Professional Knowledge and Development for Reflective and Inclusive Practices” (2017). Nena Padilla-Valdez is currently a visiting faculty professor at the Faculties of Humanities and Business Management and Junior High School Consultant at President University, Cikarang, Indonesia. For six years, she was a visiting professor at Universiti Utara Malaysia in the area of educational psychology. She has been a master trainer in area of teaching and learning at the Higher Education Leadership Academy, the training arm of the Ministry of Higher Education Malaysia and a continuing education provider for working professionals in Hong Kong, Cambodia, Bangladesh, Indonesia, and Vietnam, among others. Prior to this, she was the Academic Affairs Vice President at Saint Mary’s University, an ETEEAP technical panel and a book editor-reviewer in the Philippine Commission of Higher Education and Department of Education, respectively.  She obtained her PhD in Development Studies at the University of Santo Tomas, Manila. Her main research interests and publications are in the areas of learner diversity and engagement, teacher development, pedagogy, cultural preservation and diversity, early childhood care and development, and school counseling.