Handbook of Research on Teacher Education and Professional Development

Editors: Martin, Christie and Polly, Drew
Publication Year: 2017
Publisher: IGI Global

Single-User Purchase Price: $425.00
Unlimited-User Purchase Price: $637.50
ISBN: 978-1-5225-1067-3
Category: Social Sciences - Education
Image Count: 46
Book Status: Available
Table of Contents

The Handbook of Research on Teacher Education and Professional Development investigates current initiatives and approaches in educational programs. Focusing on research studies and theoretical concepts on innovative projects related to teacher education and professional development programs, this book is a pivotal reference source for academics, professionals, students, practitioners, and researchers.

Share this

Table of Contents

  • Editorial Advisory Board
  • Preface
  • Acknowledgment
  • Section 1 Programmatic Efforts and Strategies
  • Chapter 1: The Evolution of Clinical Practice: Moving from Traditional Student Teaching to Co-Teaching
  • Chapter 2: Learning to Theorize from Practice: The Power of Embedded Field Experiences
  • Chapter 3: Teaching and Learning Simultaneously: Collaboration between Teacher Education and a University ESL Program
  • Chapter 4: Alternative and Authentic: A Close Look at a Successful, Nontraditional Teacher Certification Program
  • Chapter 5: edTPA is a Rock in My Shoe: Alleviating the Pain of edTPA with the edPASR Strategy
  • Chapter 6: Evaluating Teacher Education Programs for Philology Students
  • Chapter 7: Teacher Education and Teacher Professional Development: Current Issues and Approaches
  • Chapter 8: Prospects and Challenges of Social Studies Teachers Professional Development in Nigeria
  • Section 2 Supporting Candidates' Efficacy, Identities, and Dispositions
  • Chapter 9: Personality and Education: Contemporary Issues in Psychological Science about Personality in Teacher Education
  • Chapter 10: Learning to Lead Collaborative Student Groups to Success
  • Chapter 11: Fostering Diverse Praxis: Pre-service Teachers' Perceptions of Efficacy
  • Chapter 12: Preparing Teacher-Scholars to Inquire: Constructing the Inquiry Processing Cycle
  • Chapter 13: Developing Academic Writing Skills of In-Service and Pre-Service Teachers: Approaches, Outcomes, and Challenges
  • Section 3 Technology-Enhanced Teacher Education Initiatives
  • Chapter 14: A Holistic Professional Development Model: A Case Study to Support Faculty Transition to Online Teaching
  • Chapter 15: A Multimedia Tool for Teacher Education and Professional Development
  • Chapter 16: I Play I Learn: Introducing Technological Play Theory
  • Section 4 Constructs and Frameworks for Professional Development
  • Chapter 17: Culturally Relevant Literacy Instruction: Promoting Shifts in Teachers' Beliefs and Practices
  • Chapter 18: Potato, Pot-Ar-To. Tomato, Tom-Ar-To: Is Teacher Quality and Teaching Quality the Same?
  • Chapter 19: The Unconference: A Constructivist Approach to Professional Development
  • Chapter 20: An Agile K-12 Approach: Teacher PD for New Learning Ecosystems
  • Chapter 21: Gamified - Blended Learning Professional Development: A Descriptive Case Study
  • Chapter 22: Studying Infrastructures of Implementing Organizational Excellence of Model of EFQM at Education Department of Golestan Province
  • Chapter 23: Lessons Learned from Designing and Implementing a Three-Year Professional Development Program
  • Chapter 24: Aligning Effective Professional Development and Online Learning: A Conceptual Stance
  • Section 5 Professional Development Pedagogies, Resources and Strategies
  • Chapter 25: Project-Based Learning Integration with Teachers Immersed in a Professional Development Initiative
  • Chapter 26: Middle School Teachers' Sensemaking of Job-Embedded Learning
  • Chapter 27: What Can I Do? Using Critical Literacy and Multimodal Text Types to Enhance Students Meaning Making and Talk
  • Chapter 28: Innovative Instructional Strategies for an Online Community of Learners: Reconstructing Teachers' Knowledge
  • Chapter 29: Patterns of Practice and Teacher Identity: Insights from the QTEL Professional Development Program
  • Chapter 30: Mathematics Teachers' Perspectives on Professional Development Around Implementing High Cognitive Demand Tasks
  • Chapter 31: Defining Effective Learning Tasks for All
  • Chapter 32: A New Understanding of our Confusion: Insights from a Year-Long STEM Fellowship Program
  • Chapter 33: Understanding and Teaching Emergent Bilingual Students
  • Chapter 34: Evaluation of Master's Programs in English Language Teaching (ELT): A Turkish Case of Professional Development
  • Chapter 35: Professional Development to Develop Elementary School Teachers' Assessment Practices in Mathematics