Open Access
Getting professional development right
Lawrence Ingvarson
- 01 Jan 2005
TL;DR: Dr Lawrence Ingvarson is the Research Director of ACER's Teaching and Learning research program and is internationally recognised as expert in the areas of teacher education, professional development, school improvement, the measurement of change and the evaluation of educational programs.
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Abstract: Dr Lawrence Ingvarson, (B.Sc. Dip.Ed., M.A., Academic Dip. Ed, PhD) is the Research Director of ACER's Teaching and Learning research program. He is internationally recognised as expert in the areas of teacher education, professional development, school improvement, the measurement of change and the evaluation of educational programs.As a former Associate Professor of Education at Monash University, he taught courses on educational evaluation, school improvement and professional development at master and doctoral levels. He is a member of the National Staff Development Council, the American Evaluation Association and was a member of the Ministerial Advisory Committees for the Victorian Institute of Teaching and the Development of a TAFE Centre. He has written several commissioned reports on school improvement and professional development for the OECD and the Commonwealth Government, including the National review of Teacher Education (1984) and a National Strategy for the Improvement of Science Teaching (1992). Recent publications include Valuing Teachers’Work: New Directions on Teacher appraisal, published by ACER (1994) and Professional Credentials: Standards for Primary and Secondary Science Teaching in Australia, commissioned by the Australian Science Teachers’Association (1995).
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Citations
•Journal Article
Mathematics Professional Development: Critical Features for Developing Leadership Skills and Building Teachers' Capacity.
TL;DR: In this paper, the authors focus on three features of professional development programs that play an important role in developing leadership skills and building teachers' capabilities: fostering a professional learning community, developing teachers' mathematical knowledge for teaching, and adapting PD to support local needs and interests.
Professional dialogue, reflective practice and teacher research: engaging early childhood pre-service teachers in collegial dialogue about curriculum innovation
TL;DR: The authors designed an assessment task for pre-service teachers that required them to interview their supervising teachers about the implementation of sustainability as cross-curriculum priority in the Australian national curriculum, and to write a reflective account of the process.
Implementing continuing professional teacher development: Policy and practice.
Gertruida Maria Steyn
- 01 Jan 2011
TL;DR: In this paper, the authors address the problem of how Continuing Professional Teacher Development (CPTD), as stipulated by the National Policy Framework, can be implemented to create a collaborative learning culture in schools.
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Developing teachers’ capacities in assessment through career-long professional learning
TL;DR: In a context of increasing demand for quality and equity in education and a sharp focus on accountability, classroom teachers are also expected to support and improve learning outcomes for pupils as discussed by the authors, in order to improve their learning outcomes.
References
•Book
The meaning of educational change
Michael Fullan
- 01 Jan 1982
TL;DR: Fullan's complex, thoughtful monograph as discussed by the authors deals with the social and psychological problems of meaning and the realities of innovators, researchers, superintendents, curriculum personnel, principles, and teachers.
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A longitudinal study of learning to use children's thinking in mathematics instruction
Elizabeth Fennema,Thomas P. Carpenter,Megan L. Franke,Linda Levi,Victoria R. Jacobs,Susan B. Empson +5 more
TL;DR: This article examined changes in the beliefs and instruction of 21 primary grade teachers over a 4-year period in which the teachers participated in a Cognitively Guided Instruction (CGI) teacher development program that focused on helping the teachers understand the development of children's mathematical thinking by interacting with a specific research-based model.
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•Book
Teachers' work : individuals, colleagues, and contexts
Judith Warren Little,Milbrey W. McLaughlin +1 more
- 01 Jan 1993
TL;DR: Teacher's Work: Individuals, Colleagues and Contexts as discussed by the authors examines the realities that confront classroom teachers and proposes theoretical models to account for their findings, emphasising the fundamental independence of classroom teaching and explores the inevitable tensions between individuality and professional community.
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