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Review of: "Effects of Teachers’ Professional Development on Students’ Academic Achievement" [PDF]
Rebecca Small
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The professional development of teachers
Since the first edition of Scottish Education was published in 1999 the world of professional development for teachers in Scotland has changed considerably - a pattern that looks likely to continue for the foreseeable future. This chapter will therefore focus on current issues and implications for the future; the equivalent chapter in the first edition
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At the Heart of Teacher Professional Development: Teachers Matter
This paper focuses on the influence of teacher characteristics on teacher professional development (TPD) practices. It draws upon a multiple-case study of teachers’ professional development experiences at three schools. Data were gathered through questionnaires and semi-structured interviews.
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The spotlight in education in recent years has been focused on the areas of professional development activities for teachers and the development of professional learning communities.
Neuzil, Linda M., Vaughn, Marsha
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Burden or benefit: the use of professional development in the middle grades history classroom
This study investigated middle school history teachers’ perceptions of professional development. The participants of this study included nine middle school history teachers in the United States. Using semi-structured interviews, a qualitative case study
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English Teachers’ Performance Evaluation as a Means for Their Professional Developments
Imelda Woa Wene, Retno Muljani
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Challenging Traditional Teacher Professional Development by Implementing Technology-Supported Cooperative Learning [PDF]
Gordon Sekano +2 more
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The professional development of teachers
This chapter discusses the professional development of teachers. It is part of a collection which examines educational practice and professional thinking from pre-school and primary, through secondary, further and higher education; and locates Scottish education within its social, cultural and political context.
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