International Handbook On The Continuing Professional Development Of Teachers

Abstract

Foreword, Tom Guskey Part 1: A Critical Overview Chapter 1, 'Professionalism, Performativity and Empowerment: Discourses in the Politics, Policies and Purposes of Continuing Professional Development', Christopher Day and Judyth Sachs Chapter 2, 'Literature, definition and models: towards a conceptual map', Ray Bolam and Agnes McMahon Part 2: Regional Case Studies Chapter 3, 'Rhetorics and Realities of C.P.D. across Europe: from Cacophony towards Coherence?', Ciaran Sugrue Chapter 4, 'Looking at Student Work in the United States: Countervailing Impulses in Professional Development', Judith Warren Little Chapter 5, 'Continuing Professional Development Policies and Practices in the Latin American Region', Beatrice Avalos Chapter 6, 'Teacher Professional Development - Themes and Trends in the Recent Australian Experience', Shirley Grundy and Judith Robison Chapter 7, 'Case Studies from Sub-Saharan Africa', Pam Christie, Ken Harley and Alan Penny Chapter 8, 'Teachers Networks: a new approach to the professional development of teachers in Singapore', David Tripp Part 3: CPD for Professional Renewal Chapter 9, 'CPD for Professional Renewal: Moving Beyond Knowledge for Practice', Geert Kelchtermans Chapter 10, 'Critical Practitioner Inquiry: Towards Responsible Professional Communities of Practice', Susan Groundwater-Smith and Marion Dadds Chapter 11, 'Using Research to Improve Practice: The notion of evidence-based practice', John Elliott Chapter 12, 'Evaluating Continuing Professional Development: an overview', Daniel Muijs, Christopher Day, Alma Harris and Geoff Lindsay

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