Professional Development: Recent Advances and Future Directions


Tanya Norton (Editor)

Series: Professions – Training, Education and Demographics
BISAC: EDU046000

This book provides new research advances and future directions of professional development. Chapter One discusses science teachers’ professional growth and the Communication in Science Inquiry Project (CISIP). Chapter Two explores strategies for learning including but not limited to: 5E Model, Constructivism, Experiential Learning Cycle, Incidental Learning, Scientific Method, Situated Learning, and Transfer Learning Cycle. Chapter Three looks into the reflective practices of Cypriot newly qualified primary school teachers in order to examine the impact of these practices on their professional development. Chapter Four analyses various forms of professional development opportunities that promote transformative learning and how these have an impact on the notion of professionalism in teaching. Chapter Five synthesizes the results from various reviews on teacher training and professional development to provide a description of the main factors influencing the effectiveness of such programs. Chapter Six reviews experiences of co-teaching in student teachers’ supervised teaching practices. Chapter Seven reviews research from over 10 years of design, implementation, and studies of a technology-focused teacher professional development (TTPD) model, focused on helping teachers integrate technology tools into their teaching. Chapter Eight outlines the teachers’ centre model of professional development and considers its contribution to an emerging international phenomenon. Chapter Nine reports a case study in Hong Kong of how to design the curriculum of a professional development course in order to allow the in-service teachers to have hands-on experience both in individualized education planning (IEP) and intervention skills on students with Autism. Chapter Ten emphasises the importance of the development of qualities in professional development. The last chapter considers the dominant political, economic and social context of contemporary mental health services in western developed countries. (Imprint: Nova)

Table of Contents

Table of Contents


Chapter 1. Science Teachers’ Professional Growth and the Communication in Science Inquiry Project
Elizabeth Lewis, Dale Baker, Nievita Bueno Watts, and Katrien van der Hoeven Kraft (University of Nebraska-Lincoln, NE, USA, and others)

Chapter 2. Evidence Based Models in Science Education
Megan Lyons and Abha Singh (Western Illinois University, USA)

Chapter 3. Reflective Practices of Cypriot Newly Qualified Primary School Teachers and their Impact on Professional Development
Florentia Loizou (Larnaca Primary School, Larnaca, Cyprus)

Chapter 4. Teachers Perceived as Professionals or Technicians: A Longstanding Contemplation that Impacts the Type of Professional Development Offered and/or Sought
Karl Attard (University of Malta, Malta)

Chapter 5. Characteristics of Effective Teacher Training and Professional Development Programmes
Panayiotis Antoniou (Faculty of Education, University of Cambridge, England)

Chapter 6. Easing the Entry into Teaching? Experiences of Co-teaching in Student Teachers’ Supervised Teaching Practice
Katriina Maaranen and Riitta Jyrhämä (Department of Teacher Education, University of Helsinki, Finland)

Chapter 7. Approaches for Teacher Technology Professional Development: The Case of the Instructional Architect
Mimi Recker (Department of Instructional Technology and Learning Sciences, Utah State University, Logan, UT, USA)

Chapter 8. ‘The English Teachers’ Centre and its Influence on the Wider International Professional Development of Teachers 1960-1995: Past Perspectives and Current Possibilities?
Wendy Robinson (University of Exeter, Exeter, UK)

Chapter 9. How a Short In-Service Teachers’ Professional Development Course Provide Hand-On Experience and Knowledge of Indvidualized Education Planning and Students with Autism
Cici Sze-ching Lam and Fuk-chuen Ho (Hong Kong Institute of Education, Hong Kong, China)

Chapter 10. The Man in the Rubber Suit: A Strong Core of Qualities and the Contribution to Professional Development
Karen McArdle and Alison Hurrell (School of Education, University of Aberdeen, Aberdeen, Scotland)

Chapter 11. Interdisciplinary Professional Development for Mental Health Workers: A Human Rights Approach
Jennifer Martin (RMIT University, Melbourne, Australia)


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