European Perspectives on Professional Development in Teacher Education

1. Auflage 2014
ISBN: 978-0-415-70459-5
Verlag: Taylor & Francis Ltd

Buch, Englisch, 208 Seiten, Format (B × H): 252 mm x 183 mm, Gewicht: 528 g

This collection focuses on the ways in which policy relating to professional development and professional learning in teacher education is changing across Europe. The chapters examine how policies change with time and with changes in personnel at various levels in the political or professional spectrum. It also highlights the continued diversity of the education systems of Europe, despite moves towards economic and social integration. A common theme running through the chapters is an understanding of the importance of professional development and professional learning of educators in the success and effective operation of the education systems of the countries concerned.

This book was originally published as a special issue of Professional Development in Education.

Zielgruppe

Academic and Postgraduate

Autoren/Hrsg.

Jones, Ken

O'Brien, Jim

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

1. Professional development in teacher education: European perspectives Ken Jones and Jim O’Brien 2. The quality of teacher educators in the European policy debate: actions and measures to improve the professionalism of teacher educators Marco Snoek, Anja Swennen and Marcel van der Klink 3. Continuing professional development in context: teachers’ continuing professional development culture in Germany and Sweden Wieland Wermke 4. Expert views on the implementation of teacher professional development in European countries Katrin Lipowski, Doris Jorde, Manfred Prenzel and Tina Seidel 5. Lyderi laikas (Time for Leaders): Lithuania’s response to changing leadership and learning in their schools Coleen Jackson, Sonia Blandford, Egle Pranckuniene and Marina Vildziuniene 6. Echoing school leaders’ voices in Cyprus: a study of novice school leaders’ perceptions regarding leadership professional development Maria Nicolaidou and Alexandra Petridou 7. Are we realising the full potential of teachers’ professional learning in schools in England? Policy issues and recommendations from a national study David Pedder and V. Darleen Opfer 8. Central, local and individual continuing professional development (CPD) priorities: changing policies of CPD in Wales Ken Jones 9. Continuing professional development for Scottish teachers: tensions in policy and practice Jim O’Brien 10. Irish teachers’ experience of professional development: performative or transformative learning? Ciaran Sugrue 11. The impact of teacher research on teacher learning in academic training schools in the Netherlands M. Snoek and E. Moens

Über Autor(innen)

Ken Jones is Senior Consultant for CPD at Swansea Metropolitan UWTSD, UK. After teaching in London, he returned to Wales to become involved in the training and continuing education of teachers and headteachers. He is Co-Managing Editor of the journal Professional Development in Education and is former President of the International Professional Development Association (ipda). He has advised on aspects of Continuing Professional Development including the setting up of a National Framework for the Professional Development of Teachers and the pilot for the introduction of a Chartered Teacher scheme in Wales.
Jim O'Brien is Emeritus Professor of Leadership and Professional Learning at The University of Edinburgh, UK. He has authored, edited and contributed to several books and academic articles on school leadership and professional learning. At present co-Managing Editor of 'Professional Development in Education', he continues to research and teach in these areas and is currently a part-time Professor of Education at the University of Glasgow.