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Teacher quality, professional learni...

Forde, Christine.

Teacher quality, professional learning and policyrecognising, rewarding and developing teacher expertise /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher quality, professional learning and policyby Christine Forde, Margery McMahon.
其他題名:	recognising, rewarding and developing teacher expertise /
作者:	Forde, Christine.
其他作者:	McMahon, Margery.
出版者:	London :Palgrave Macmillan UK :2019.
面頁冊數:	xiii, 285 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	TeachersTraining of.
電子資源:	https://doi.org/10.1057/978-1-137-53654-9
ISBN:	9781137536549$q(electronic bk.)

Teacher quality, professional learning and policyrecognising, rewarding and developing teacher expertise /
Forde, Christine.

Teacher quality, professional learning and policyrecognising, rewarding and developing teacher expertise /[electronic resource] :by Christine Forde, Margery McMahon. - London :Palgrave Macmillan UK :2019. - xiii, 285 p. :ill., digital ;24 cm.

Chapter 1. The Question of Teacher Quality -- Chapter 2. Issues of Teacher Expertise and Teacher Quality -- Chapter 3. Teachers and the Teaching Profession: Autonomy, Regulation and Expertise -- Chapter 4. Teachers' Careers, Work Life and Expertise -- Chapter 5. Teacher Professional Learning: Building Expertise over a Teaching Career -- Chapter 6. Teacher Quality and Evaluation and the Development of Accomplished Practice -- Chapter 7. Recognising and Rewarding Teacher Expertise and Accomplished Teaching -- Chapter 8. Career-long Professional Learning, Professionalism and Expertise -- Chapter 9. Developing and Sustaining Teacher Expertise.

This book examines the significance of teacher expertise in the drive to improve quality and effectiveness. Scrutinising both key conceptual issues and current policy developments and approaches, the authors analyse educational systems from around the world and question how different cultural contexts and systems can implement measures to improve teacher effectiveness. The book analyses factors such as policy change and teacher evaluation as well as the regulation of the teaching profession to determine how these aspects can influence the expertise of individual teachers. As numerous policy interventions have tried to define and enhance teacher quality to raise pupil achievement, this book calls for an interrogation of this stance and signals a need to consider an alternative approach. This book will appeal to students and scholars of teacher effectiveness and professional learning, as well as researchers and policymakers.

ISBN: 9781137536549$q(electronic bk.)

Standard No.: 10.1057/978-1-137-53654-9doiSubjects--Topical Terms:

278143
Teachers
--Training of.

LC Class. No.: LB1707

Dewey Class. No.: 370.711

Teacher quality, professional learning and policyrecognising, rewarding and developing teacher expertise /
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505 0 $a Chapter 1. The Question of Teacher Quality -- Chapter 2. Issues of Teacher Expertise and Teacher Quality -- Chapter 3. Teachers and the Teaching Profession: Autonomy, Regulation and Expertise -- Chapter 4. Teachers' Careers, Work Life and Expertise -- Chapter 5. Teacher Professional Learning: Building Expertise over a Teaching Career -- Chapter 6. Teacher Quality and Evaluation and the Development of Accomplished Practice -- Chapter 7. Recognising and Rewarding Teacher Expertise and Accomplished Teaching -- Chapter 8. Career-long Professional Learning, Professionalism and Expertise -- Chapter 9. Developing and Sustaining Teacher Expertise.
520 $a This book examines the significance of teacher expertise in the drive to improve quality and effectiveness. Scrutinising both key conceptual issues and current policy developments and approaches, the authors analyse educational systems from around the world and question how different cultural contexts and systems can implement measures to improve teacher effectiveness. The book analyses factors such as policy change and teacher evaluation as well as the regulation of the teaching profession to determine how these aspects can influence the expertise of individual teachers. As numerous policy interventions have tried to define and enhance teacher quality to raise pupil achievement, this book calls for an interrogation of this stance and signals a need to consider an alternative approach. This book will appeal to students and scholars of teacher effectiveness and professional learning, as well as researchers and policymakers.
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