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Proceedings ArticleDOI
Minghui Zhou, Audris Mockus 
07 Nov 2010
90 Citations
By studying developer fluency we contribute by determining dimensions along which developer expertise is acquired, finding ways to measure them, and quantifying the trajectories of developer learning.
The support and collegiality of the group demonstrates how collaborative groups can develop professional growth.
These findings suggest that faculty developer competence is best understood as a situated construct.
They are also confident that these standards can become the lynchpin for a comprehensive continuous professional development programme.
The authors propose that campus child care centers have the potential to become professional development schools for the university.
The support and collegiality of the group demonstrates how such relationships can enable continuous professional growth.
In this article I argue that the literature describing effective professional development is missing at least 2 key pieces of information-typical professional development that reaches typical teachers and how effective recent standards are in assisting district or school personnel to design and/or choose high-quality staff development experiences.
This article identifies three promising professional development practices for teaching educators how to use IWBs effectively.
The findings provide an insight into how professional learning could be integrated with formal, online learning.
Study results revealed the importance of context and professional culture in appropriating the construct; the use of TPACK as a way to connect disparate professional development initiatives; TPACK conceptualized as applied knowledge; and how educational leaders' beliefs about professional development shape how TPACK is understood and enacted.

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