Professional studies

Abstract: The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies. She urges us to move away from automatic biases either for or against observation, interviews, or surveys in such studies. She argues that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.

Abstract: The Context for Professional Education and Development. Part 1 - Professional Knowledge - Its Character, Development and Use: The Influence of Context on Knowledge Use - What is Learned from Continuing Professional Education and How Kinds of Professional Knowledge - Modes of Knowledge Use and Knowledge Creation The Acquisition and Use of Theory by Beginning Teachers Headteachers Learning about Management - Types of Management Knowledge and the Role of the Management Course Learning Professional Processes - Public Knowledge and Personal Experience Theories of Professional Expertise. Part 2 - Professional Competence and Qualifications: Concepts of Competence and their Implications Competence in the NVQ/SVQ System The Assessment of Competence in the Professions. Part 3 - Professional Accountability: Professional Accountability and Client Outcomes.

Abstract: Foreword by Dennis Sparks Acknowledgments About the Authors Introduction What Has Happened Since the First and Second Editions The Enduring Challenges of Professional Development Carrying on Susan Loucks-Horsley's Work Purpose of the Book Changes in the Third Edition The Audience for This Book Organization of the Book How to Use This Book Values Shared by the Authors 1. A Framework for Designing Professional Development Inputs Into the Design Process The Design and Implementation Process 2. Knowledge and Beliefs Supporting Effective Professional Development Learners and Learning Teachers and Teaching The Nature of Science and Mathematics Adult Learning and Professional Development The Change Process 3. Context Factors Influencing Professional Development Students and Their Learning Needs Teachers and Their Learning Needs Curriculum, Instruction, Assessment Practices, and the Learning Environment Organizational Culture and Professional Learning Communities Leadership National, State, and Local Policies Available Resources Families and Communities Resources for Investigating Context 4. Critical Issues to Consider in Designing Professional Development Building Capacity for Sustainability Making Time for Professional Development Developing Leadership Ensuring Equity Building a Professional Learning Culture Garnering Public Support Scaling Up 5. Strategies for Professional Learning Selecting Strategies for a Professional Development Structures A Repertoire of Stratgies for Professional Learning 6. The Design Framework in Action Tapping the Knowledge Bases, Framing Beliefs: "We Stood on the Shoulders of Giants" Knowledge and Beliefs About the Nature of Learning and Teaching Mathematics and Science Equity Matters: "All Humans Are Educable" Knowledge and Beliefs About Teachers Knowledge of Effective Professional Development Knowledge of the Change Process Reflect and Revise: Experience as a Source of Knowledge Making Compromises Context The Professional Development Design Process Design Framework in Action: Cases References Index