Showing papers on "Professional development published in 2009"

Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures

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.

Professional learning in the learning profession: A status report on teacher development in the United States and abroad.

Abstract: No part of this may be reproduced in any form — except for brief quotation (not to exceed 1,000 words) in a review or professional work — without prior written permission from NSDC or the authors. D ecades of standards-based school reform have helped identify what students need to know and be able to do. In the words of former IBM CEO Louis V. Gerstner, Jr., these efforts were meant to " drive standards [and accountability] through the schoolhouse door. " But educators and policymakers are recognizing that it is time for Standards-Based Reform 2.0. We need to place a greater priority on strengthening the capacity of educators and building learning communities to deliver higher standards for every child. Enabling educational systems to achieve on a wide scale the kind of teaching that has a substantial impact on student learning requires much more intensive and effective professional learning than has traditionally been available. If we want all young people to possess the higher-order thinking skills they need to succeed in the 21st century, we need educators who possess higher-order teaching skills and deep content knowledge. There are many ways to improve the quality and performance of the nation's education workforce, and many are being tested. States and districts have restructured the staffs at thousands of failing schools. They are seeking to lure better talent into classrooms by recruiting career changers and liberal-arts graduates with rich content knowledge and a willingness to teach. They are revamping their personnel departments, launching new teacher academies, and working to exert greater control over who will teach and in which schools. But these efforts, essential as they are, influence only a small portion of educators. And no matter what states and districts do to bolster the education workforce, they will need to do more and better with the talent they have. This will require a more effective and systematic approach to supporting, developing, and mobilizing the more than three million educators who will teach in and lead our schools. Other fields, from medicine and management to the military, do a far better job of providing ongoing learning opportunities and support for their professionals. But as this report shows, in education, professional learning in its current state is poorly conceived and deeply flawed. Teachers lack time and opportunities to view each other's classrooms, learn from mentors, and work collaboratively. The support and training they receive is …

The Work of Teaching and the Challenge for Teacher Education

Abstract: In this article, the authors argue for making practice the core of teachers’ professional preparation. They set the argument for teaching practice against the contemporary backdrop of a teacher education curriculum that is often centered not on the tasks and activities of teaching but on beliefs and knowledge, on orientations and commitments, and a policy environment preoccupied with recruitment and retention. The authors caution that the bias against detailed professional training that often pervades common views of teaching as idiosyncratic and independently creative impedes the improvement of teachers’ preparation for the work of teaching. They offer examples of what might be involved in teaching practice and conclude with a discussion of challenges of and resources for the enterprise.

Redefining teaching, re‐imagining teacher education

Abstract: In this article, the authors provide an argument for future directions for teacher education, based on a re‐conceptualization of teaching. The authors argue that teacher educators need to attend to the clinical aspects of practice and experiment with how best to help novices develop skilled practice. Taking clinical practice seriously will require teacher educators to add pedagogies of enactment to an existing repertoire of pedagogies of reflection and investigation. In order to make this shift, the authors contend that teacher educators will need to undo a number of historical divisions that underlie the education of teachers. These include the curricular divide between foundations and methods courses, as well as the separation between the university and schools. Finally, the authors propose that teacher education be organized around a core set of practices in which knowledge, skill, and professional identity are developed in the process of learning to practice during professional education.

Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature

Abstract: The use of ICT in the classroom is very important for providing opportunities for students to learn to operate in an information age. Studying the obstacles to the use of ICT in education may assist educators to overcome these barriers and become successful technology adopters in the future. This paper provides a meta-analysis of the relevant literature that aims to present the perceived barriers to technology integration in science education. The findings indicate that teachers had a strong desire for to integrate ICT into education; but that, they encountered many barriers. The major barriers were lack of confidence, lack of competence, and lack of access to resources. Since confidence, competence and accessibility have been found to be the critical components of technology integration in schools, ICT resources including software and hardware, effective professional development, sufficient time, and technical support need to be provided to teachers. No one component in itself is sufficient to provide good teaching. However, the presence of all components increases the possibility of excellent integration of ICT in learning and teaching opportunities. Generally, this paper provides information and recommendation to those responsible for the integration of new technologies into science education.

Teaching Practice: A Cross-Professional Perspective

Abstract: Background/Context: This study investigates how people are prepared for professional practice in the clergy, teaching, and clinical psychology. The work is located within research on professional education, and research on the teaching and learning of practice. Purpose/Objective/Research Question/Focus of Study: The purpose of the study is to develop a framework to describe and analyze the teaching of practice in professional education programs, specifically preparation for relational practices. Setting: The research took place in eight professional education programs located in seminaries, schools of professional psychology, and universities across the country. Population/Participants/Subjects: Our research participants include faculty members, students, and administrators at each of these eight programs. Research Design: This research is a comparative case study of professional education across three different professions—the clergy, clinical psychology, and teaching. Our data include qualitative case studies of eight preparation programs: two teacher education programs, three seminaries, and three clinical psychology programs. Data Collection and Analysis: For each institution, we conducted site visits that included interviews with administrators, faculty, and staff; observations of multiple classes and fieldwork; and focus groups with students who were either at the midpoint or at the end of their programs. Conclusions/Recommendations: We have identified three key concepts for understanding the pedagogies of practice in professional education: representations, decomposition, and approximations of practice. Representations of practice comprise the different ways that practice is represented in professional education and what these various representations make

Reframing Professional Development Through Understanding Authentic Professional Learning

Abstract: Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning.

Effects of Video Club Participation on Teachers' Professional Vision

Abstract: This study investigates mathematics teacher learning in a video-based professional development environment called video clubs. In particular, the authors explore whether teachers develop professional vision, the ability to notice and interpret significant features of classroom interactions, as they participate in a video club. Analysis for the study is based on data from two year-long video clubs in which teachers met monthly to watch and discuss video excerpts from each others' classrooms. Participating in a video club was found to influence the teachers' professional vision as exhibited in the video club meetings, in interviews outside of the video club meetings, and in the teachers' instructional practices. These results suggest that professional vision is a productive lens for investigating teacher learning via video. In addition, this article illustrates that video clubs have the potential to support teacher learning in ways that extend beyond the boundaries of the video club meetings themselves.

What Works in Professional Development

Abstract: hat do we really know about the relationship between professional development and improvements in student learning? What evidence validates that relationship, and how trustworthy is that evidence? What does that evidence tell us about the characteristics of truly effective professional development activities? These questions guided one of the largest and most inclusive syntheses of research on effective professional development conducted to date. Scholars from the American Institutes for Research analyzed findings from over 1,300 studies that potentially address the effect of professional development on student learning outcomes. The project was sponsored by the Regional Education Laboratory-Southwest (REL SW) and funded by the Institute of Education Sciences of the U.S. Department of Education. The findings from this comprehensive analysis, titled Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement (Yoon et al. 2007), shed new light on the complex relationship between professional development and improvements in student learning. It is hoped that they also will lead to new and better research on this vitally important dimension of the educational improvement What Works in Professional Development?

Implementing Standards-Based Mathematics Instruction: A Casebook for Professional Development

Abstract: Teachers and teacher educators interested in synthesizing their current practice with new mathematics standards will welcome this highly useful volume. Presented are cases of mathematics instruction drawn from research of nearly 500 classroom lessons. Readers will gain insight about how to foster a challenging, cognitively rich, and exciting classroom climate that propels students toward a richer understanding of mathematics.

Conflict of Interest in Medical Research, Education, and Practice

Abstract: Collaborations of physicians and researchers with industry can provide valuable benefits to society, particularly in the translation of basic scientific discoveries to new therapies and products. Recent reports and news stories have, however, documented disturbing examples of relationships and practices that put at risk the integrity of medical research, the objectivity of professional education, the quality of patient care, the soundness of clinical practice guidelines, and the public's trust in medicine. Conflict of Interest in Medical Research, Education, and Practice provides a comprehensive look at conflict of interest in medicine. It offers principles to inform the design of policies to identify, limit, and manage conflicts of interest without damaging constructive collaboration with industry. It calls for both short-term actions and long-term commitments by institutions and individuals, including leaders of academic medical centers, professional societies, patient advocacy groups, government agencies, and drug, device, and pharmaceutical companies. Failure of the medical community to take convincing action on conflicts of interest invites additional legislative or regulatory measures that may be overly broad or unduly burdensome. Conflict of Interest in Medical Research, Education, and Practice makes several recommendations for strengthening conflict of interest policies and curbing relationships that create risks with little benefit. The book will serve as an invaluable resource for individuals and organizations committed to high ethical standards in all realms of medicine.

Who I am in how I teach is the message: self‐understanding, vulnerability and reflection

Abstract: The person of the teacher is an essential element in what constitutes professional teaching and therefore needs careful conceptualisation In this article the author argues for this central thesis, presenting a wrap up of his theoretical and empirical work on the issue over the past decade These studies have been inspired – both conceptually and methodologically – by teacher thinking‐research as well as the narrative‐biographical approach to teaching and teacher development The result is an empirically grounded conceptual framework on teacher development and teacher professionalism Central concepts are ‘professional self‐understanding’ and ‘subjective educational theory’ as components of the personal interpretative framework every individual teacher develops throughout his/her career This personal framework results from the reflective and meaningful interactions between the individual teacher and the social, cultural and structural working conditions constituting his/her job context(s) As such the fr

Sources of Self‐Efficacy: Four Professional Development Formats and Their Relationship to Self‐Efficacy and Implementation of a New Teaching Strategy

Abstract: This quasi‐experimental study tested the potency of different sources of self‐efficacy beliefs. Respondents were primary teachers (N = 93) in 9 schools who completed surveys of their self‐efficacy beliefs and level of implementation of a new teaching strategy for beginning readers before and after participating in 1 of 4 formats of professional development presenting the same teaching strategy with increasing levels of efficacy‐relevant input. Results indicated that the professional development format that supported mastery experiences through follow‐up coaching had the strongest effect on self‐efficacy beliefs for reading instruction as well as for implementation of the new strategy. A substantial proportion of the teachers who participated in formats that included a demonstration with local students and a planning and practice session, but no follow‐up coaching, experienced a decrease in their self‐efficacy for reading instruction.

A Research Agenda for Online Teacher Professional Development.

Abstract: This article highlights key online teacher professional development (oTPD) areas in need of research based on a review of current oTPD research conducted in conjunction with an oTPD conference held at Harvard University in fall 2005. The literature review of this field documents much work that is anecdotal, describing professional development programs or “lessons learned” without providing full details of the participants, setting, research questions, methods of data collection, or analytic strategies. Until more rigorous oTPD research is conducted, developers are hard pressed to know the best design features to include, educators remain uninformed about which program will help support teacher change and student learning, and funders lack sufficient guidelines for where to direct their support. The authors believe that the recommendations in this article for a research agenda will guide oTPD scholarship toward an evidence-based conceptual framework that provides robust explanatory power for theory and mod...

Competency benchmarks: A model for understanding and measuring competence in professional psychology across training levels.

Abstract: The Competency Benchmarks document outlines core foundational and functional competencies in professional psychology across three levels of professional development: readiness for practicum, readiness for internship, and readiness for entry to practice. Within each level, the document lists the essential components that comprise the core competencies and behavioral indicators that provide operational descriptions of the essential elements. This document builds on previous initiatives within professional psychology related to defining and assessing competence. It is intended as a resource for those charged with training and assessing for competence.

The Impact of Professional Development and Coaching on Early Language and Literacy Instructional Practices

Abstract: This study examines the impact of professional development on teacher knowledge and quality early language and literacy practices in center- and home-based care settings. Participants from 291 sites (177 centers; 114 home-based) in four cities were randomly selected to: Group 1, 3-credit course in early language and literacy; Group 2, course plus ongoing coaching; Group 3, control group. Analysis of covariance indicated no significant differences between groups on teacher knowledge. However, there were statistically significant improvements in language and literacy practices for teachers who received coursework plus coaching with substantial effect sizes for both center- and home-based providers. Professional development alone had negligible effects on improvements in quality practices. Coursework and coaching may represent a promising quality investment in early childhood.

Second language teacher education : a sociocultural perspective

Abstract: Contents Preface Chapter 1: Defining a Sociocultural Perspective Changing Points of View Teachers as Learners of Teaching Language as Social Practice Teaching as Dialogic Mediation Macro-Structures and the L2 Teaching Profession Inquiry-Based Approaches to Professional Development Future Challenges for L2 Teacher Education Chapter 2: Shifting Epistemologies in Teacher Education Overcoming a Positivistic Epistemological Perspective Shifting towards an Interpretative Epistemological Perspective Emerging Research on Teacher Cognition Reconceptualizing the Knowledge-base of L2 Teacher Education A Sociocultural Perspective on L2 Teacher Education Chapter 3: Teachers as Learners of Teaching Understanding Teacher Learning from a Sociocultural Perspective "Seeing" Teaching Learning Teacher-Authored Accounts of Professional Development Mediational Means in the Zone of Proximal Development Disciplinary Knowledge and Concept Development Transformation of Activity: Teacher Learning - Student Learning Chapter 4: Language as Social Practice Defining Knowledge About Language Language as Social Practice Embracing Language as Social Practice in L2 Teacher Education Developing Teachers' Awareness of Language as Social Practice Analyzing E-mail Messages Analyzing Classroom Transcripts Building Curriculum from Contexts of Use Chapter 5: Teaching as Dialogic Mediation Teaching, Learning, and Development The Development of Conceptual Thinking Reconceptualizing the Concepts of Methodology, Language', and Teaching Reconceptualizing Reading Comprehension Instruction Scaffolded Learning and Assisting Performance Teachers' Questioning Patterns Maximizing Classroom Interaction Chapter 6: Macro-Structures and the Second Language Teaching Profession Activity Theory: An Overview Educational Reforms Policies English Language Educational Reform Policies in South Korea Contradictions and Interventions Redesigning a School Community: The Case of a Finnish Middle School Implementing Educational Reform Policies: The Teaching Practicum in South Korea The Power of High-Stakes Language Testing Constructing a Student: The Case of Joon Constructing a Student: The Case of Noelle Chapter 7: Inquiry-based Approaches to Professional Development The Narrative Nature of Teachers' Accounts The School Context and Culture in which Teachers' Accounts Emerge Linkages between Teachers' Accounts and Professional Discourses The Zone of Proximal Development as a Mediational Space Models of Inquiry-Based Professional Development Critical Friends Groups Peer Coaching Lesson Study Groups Cooperative Development Teacher Study Groups Chapter 8: Future Challenges for Second Language Teacher Education 'Located' Second Language Teacher Education Linking Teacher Learning and Student Learning Intellectual Tools of Inquiry vs. The Politics of Accountability Subject Index Author Index

Professional Development in Early Childhood Programs: Process Issues and Research Needs

Abstract: In light of the current policy context, early childhood educators are being asked to have a complex understanding of child development and early education issues and provide rich, meaningful educational experiences for all children and families in their care. Accountability for outcomes is high, and resources for professional support are limited. Therefore, the early education field needs well-conducted empirical studies on which to base professional development practices. In this article, we offer research directions associated with the processes underlying professional development, including areas in need of investigation that can inform the early childhood education field in terms of how professional development efforts exert their influence and produce meaningful change in practitioners' skills, behaviors, and dispositions. The article highlights representative research from the professional development literature on its various forms/approaches and offers an agenda for research on the professional de...

Combining the Development of Practice and the Practice of Development in Teacher Education.

Abstract: This article describes and analyzes a program of work in elementary mathematics teacher education at the University of Michigan that has, for a decade, been a site for the development of approaches to preparing beginning K–8 mathematics teachers that are both aimed at practice and centered in content. Among the products of this work are video records, instructional tasks, and assessments, as well as structures for collective work on our courses. These materials and ways of working comprise a collection of resources for both the systematic improvement of the knowledge base for teacher education and the professional development of teacher educators. This practice‐based approach to the development of both our courses and their instructors has enabled us to improve professional instruction and to build knowledge that is useful beyond a particular course or the individuals who work in it. We begin by discussing 2 central problems of teacher education that our group has tried to address and then descri...

The Effects of Preschool Education What We Know, How Public Policy Is or Is Not Aligned With the Evidence Base, and What We Need to Know

Abstract: Early childhood education is at the nexus of basic developmental science, policy research and analysis, and the applied disciplines of education and prevention science. The field has become one of the most vibrant areas of scientific activity in terms of the connections among scientific advances and theory, program design, policy, and classroom practices. But despite the potential links between research and evaluation on the one hand and program development, practices, and public policy on the other, there are too many key areas in which public policy and practice are not well aligned with the knowledge base. These misalignments, as well as a host of questions emerging from new areas of scientific development (e.g., connections between physiological or genetic processes and behavioral development) and practice-based realities (e.g., the need for focused, intensive, and effective professional development of teachers), point to areas in which new research is needed. The aim of this monograph is to provide an analysis of the research evidence in four major domains of work in early childhood education, identifying points at which evidence is not well aligned with public policy or practice, and a set of questions to guide the next wave of research in this rapidly growing field. Overall features of the preschool landscape, including those tightly regulated by policy (such as entry age or eligibility) and those more directly related to child outcomes (such as quality of classroom interactions), are stunningly variable across settings and across time. Reasonable evidence suggests that these features also vary as a function of family background factors. The resulting picture is one of too many children and families falling through too many cracks and seams at too many levels. Thus, even in a policy and program development environment in which early education is valued and prominent and recognition of the need to close gaps and seal seams is growing, the realities point to a fragile and vulnerable nonsystem through which many of our most fragile and vulnerable citizens pass. Demographic shifts will place tremendous pressure on early education and child care in the United States in the coming decades—a trend that is well under way in many states. The consequences for preschool program eligibility and enrollment, available slots, preparation and support of staff, and program resources such as curricula are enormous. It is abundantly evident that the features of the preschool landscape—connections among child care, preschool, and schools; links between families and the adults who teach their children; capacities of the ‘‘system’’ for fostering positive development in children who increasingly vary by race, culture, language, and economic background—will undergo tremendous strain. The pressures imposed on this context and these relationships by the sheer variability present in the children and families will itself be a considerable threat to the viability of the capacity of preschool to promote positive developmental change. Compelling evidence from well-controlled research shows that preschool programs have lasting positive effects on young children’s cognitive and social development. The evidence comes from studies of child care, Head Start, and public school programs using a wide range of research methods, including experiments. Lasting positive impacts have been found for large-scale public programs as well as for intensive programs implemented on a small scale, but even some of the intensive small-scale interventions were public school programs. Some evidence has shown negative effects on social behavior, but the negative effects have not been confirmed by experimental studies. Cost–benefit analyses have shown that

Implementation of Response to Intervention A Snapshot of Progress

Abstract: This article provides a snapshot of how all 50 states are progressing with the development and implementation of response-to-intervention (RtI) models 1 year after the final regulations for the Individuals with Disabilities Education Act were passed. Data were collected through a review of existing state department of education Web sites and conversations with representatives in each state department of education. Information related to RtI model type, implementation status, professional development, criteria for eligibility, and specific features of individual state RtI models are presented. Findings indicate that most states are in some phase of RtI development, although approaches vary widely throughout the country. Implications for research and practice are discussed.

Assessment Literacy for Teachers: Faddish or Fundamental?

Abstract: In recent years, increasing numbers of professional development programs have dealt with assessment literacy for teachers and/or administrators. Is assessment literacy merely a fashionable focus for today's professional developers or, in contrast, should it be regarded as a significant area of professional development interest for many years to come? After dividing educators' measurement-related concerns into either classroom assessments or accountability assessments, it is argued that educators' inadequate knowledge in either of these arenas can cripple the quality of education. Assessment literacy is seen, therefore, as a sine qua non for today's competent educator. As such, assessment literacy must be a pivotal content area for current and future staff development endeavors. Thirteen must-understand topics are set forth for consideration by those who design and deliver assessment literacy programs. Until preservice teacher education programs begin producing assessment literate teachers, professional de...

Improving mathematics instruction through lesson study: a theoretical model and North American case

Abstract: This article presents a theoretical model of lesson study, an approach to instructional improvement that originated in Japan. The theoretical model includes four lesson study features (investigation, planning, research lesson, and reflection) and three pathways through which lesson study improves instruction: changes in teachers’ knowledge and beliefs; changes in professional community; and changes in teaching–learning resources. The model thus suggests that development of teachers’ knowledge and professional community (not just improved lesson plans) are instructional improvement mechanisms within lesson study. The theoretical model is used to examine the “auditable trail” of data from a North American lesson study case, yielding evidence that the lesson study work affected each of the three pathways. We argue that the case provides an “existence proof” of the potential effectiveness of lesson study outside Japan. Limitations of the case are discussed, including (1) the nature of data available from the “auditable trail” and (2) generalizability to other lesson study efforts.

Factors Affecting Teachers' Use of Information and Communication Technology.

Abstract: Research studies in the past decade have shown that computer technology is an effective means for widening educational opportunities, but most teachers neither use technology as an instructional delivery system nor integrate technology into their curriculum. Studies reveal a number of factors influencing teachers’ decisions to use ICT in the classroom: non-manipulative and manipulative school and teacher factors. These factors are interrelated. The success of the implementation of ICT is not dependent on the availability or absence of one individual factor, but is determined through a dynamic process involving a set of interrelated factors. It is suggested that ongoing professional development must be provided for teachers to model the new pedagogies and tools for learning with the aim of enhancing the teaching-learning process. However, it is important for teacher trainers and policy makers to understand the factors affecting effectiveness and cost-effectiveness of different approaches to ICT use in teacher training so training strategies can be appropriately explored to make such changes viable to all.

The Tie that Binds: Evidence-Based Practice, Implementation Science, and Outcomes for Children.

Abstract: A primary effort in early intervention and early childhood special education (EI/ECSE) is to use science to discover the most effective approaches for promoting positive outcomes for infants and young children with disabilities and their families. Syntheses of the literature are identifying practices having empirical support, but a gap still exists between evidence-based practice and the actual practices practitioners use in EI/ECSE programs. In this article, implementation is proposed as the link between evidence-based practices and positive outcomes. Strategies for promoting implementation through “enlightened professional development” are proposed.

Effectiveness of Comprehensive Professional Development for Teachers of At-Risk Preschoolers

Abstract: This study compared effectiveness of "business as usual" to that of 4 professional development (PD) programs that targeted teachers of at-risk preschool children. A 2 X 2 design was used to cross mentoring and progress monitoring conditions among the 4 PD programs. Specifically, some teachers received both in-classroom mentoring and detailed, instructionally linked feedback concerning children's progress in language and literacy. Some teachers received no mentoring but did receive the detailed, instructionally linked feedback concerning children's progress. Some teachers received in-classroom mentoring but only limited feedback on children's progress, which was not linked to curricular activities. Finally, some teachers received no mentoring and only limited feedback concerning children's progress. All 4 PD conditions included the same year-long, facilitated online course that emphasized language and literacy instruction, practice of learned material in one's classroom, and participation in online message boards with fellow teachers. Across 4 states, 158 schools (N = 262 classrooms) were randomly assigned to I of the 4 PD conditions or business as usual. The condition that included online coursework combined with mentoring and detailed, instructionally linked feedback yielded the greatest improvements in teaching behavior and children's school readiness

Research on Pedagogical Approaches in Teacher Education

Abstract: Most reports about teacher education focus more on curricular issues, such as what prospective teachers should learn, or on structural issues, such as the uses of professional development schools or the length of programs, than on issues of instruction. Neither the research literature nor the reform reports of the 1980s (Carnegie Forumon Education and the Economy, 1986; Holmes Group, 1986) had much to say about how prospective teachers should be taught.1 Yet in teacher education, attention to pedagogy is critical; how one teaches is part and parcel of what one teaches (Loughran & Russell, 1997). In the professional preparation of teachers, themedium is themessage. This chapter summarizes the research on how we teach prospective teachers and on how various approaches used by teacher educators might affect what teachers learn about teaching, including what they come to know or believe about teaching, as well as how they engage in the practice of teaching itself.

Using Simulation-Based Training to Enhance Management Education

Abstract: We suggest that simulation-based training (SBT) offers many advantages as an approach for management education, and in an effort to guide and encourage its appropriate use, we provide several pract...