Table of Contents
Table of Contents
Preface
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)
Index