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Designing continuous professional development programmes for teachers: A literature review
16 references·1 citing·41 second hop
Designing continuous professional development programmes for teachers: A literature review (2012)Designing continuous professional develop…The Reflective Practitioner (2019)The Reflective PractitionerReflective Practitioner (2014)Reflective PractitionerEducational Leadership (2010)Educational LeadershipProfessional learning in the learning profession: A status report on teacher development in the United States and abroad. (2009)Professional learning in the …Evaluating Training Programs : The Four Levels (2009)Evaluating Training Programs …Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study (2008)Mathematical Knowledge for Te…What does certification tell us about teacher effectiveness? Evidence from New York City (2007)What does certification tell …Educational Leadership (2004)Educational LeadershipEffects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study (2002)Effects of Professional Devel…Developing Professional Knowledge And Competence (2002)Developing Professional Knowl…How Teacher Education Matters (2000)How Teacher Education MattersEvaluating professional development (1999)Evaluating professional devel…Knowledge and Teaching:Foundations of the New Reform (1987)Knowledge and Teaching:Founda…Educating the Reflective Practitioner. Toward a New Design for Teaching and Learning in the Professions. The Jossey-Bass Higher Education Series. (1987)Educating the Reflective Prac…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…The adult learner (1973)The adult learnerA study of in-service teacher educator roles, with implications for a curriculum for their professional development (2014)A study of in-service teacher…The methodology of evaluation (1966)Change in schools : facilitating the process (1987)Professional Development and Teacher Change (2002)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Conceptualizing Teacher Professional Learning (2011)Judgment under Uncertainty (1982)Judgment Under Uncertainty: Heuristics and Biases. (1984)Handbook of research on teaching (1986)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Pygmalion in the classroom (1968)Human Characteristics and School Learning (1979)Stories of Experience and Narrative Inquiry (1990)1. Toward a Theory of Culturally Relevant Pedagogy (1995)National Council of Teachers of Mathematics (1979)National Science Education Standards (1995)Teachers Matter: Attracting, Developing and Retaining Effective Teachers (2005)Reviewing the evidence on how teacher professional development affects student achievement (2007)What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation (2007)Student achievement through staff development (1988)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)The New Meaning of Educational Change (2010)Teachers’ Content Knowledge and Pedagogical Content Knowledge (2012)“Together we are better”: Professional learning networks for teachers (2016)The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence (2018)Apprenticeship in Thinking (1990)Distributed leadership as a unit of analysis (2002)Seven strong claims about successful school leadership (2008)Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)Seven strong claims about successful school leadership revisited (2019)Non‐formal learning and tacit knowledge in professional work (2000)Informal learning in the workplace (2004)Professional Learning Communities: A Review of the Literature (2006)The flawed four‐level evaluation model (1996)A critical analysis of evaluation practice: the Kirkpatrick model and the principle of beneficence (2004)The Science of Training and Development in Organizations (2012)Capturing complexity: a typology of reflective practice for teacher education (2002)Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection (2003)Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals (2007)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)A Dynamic Theory of Organizational Knowledge Creation (1994)
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References

  • 1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
  • 1987Knowledge and Teaching:Foundations of the New Reform16,774 cited
  • 2014Reflective Practitioner8,325 cited
  • 2009Evaluating Training Programs : The Four Levels4,738 cited
  • 2002Developing Professional Knowledge And Competence3,674 cited
  • 2004Educational Leadership2,536 cited
  • 1999Evaluating professional development2,406 cited
  • 2009Professional learning in the learning profession: A status report on teacher development in the United States and abroad.1,746 cited
  • 1987Educating the Reflective Practitioner. Toward a New Design for Teaching and Learning in the Professions. The Jossey-Bass Higher Education Series.1,619 cited
  • 2002Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study1,569 cited
  • 2010Educational Leadership1,379 cited
  • 2000How Teacher Education Matters1,122 cited
  • 2019The Reflective Practitioner1,097 cited
  • 2008Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study996 cited
  • 1973The adult learner969 cited

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2007
What does certification tell us about teacher effectiveness? Evidence from New York City
946 cited

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  • 2014A study of in-service teacher educator roles, with implications for a curriculum for their professional development54 cited