Topic
Professional development
About: Professional development is a research topic. Over the lifetime, 81108 publications have been published within this topic receiving 1316681 citations.
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TL;DR: In this article, the differences between collaborative culture and contrived collegiality as forms of joint work and interaction among teachers are defined and analyzed in the case of peer coaching, especially one variant known as technical coaching.
475 citations
TL;DR: In this article, the career stories of 10 experienced Flemish primary school teachers were collected to understand teachers' professional development, the analysis of these narrative data culminated in the reconstruction of a professional self and a subjective educational theory, both conceived of as indicators for the professional development.
475 citations
Book•
21 May 2009
TL;DR: This paper defined a sococultural perspective on L2 teacher education, and defined the concept of social practice as a social practice in the context of L2 teachers' activities and developed an Inquiry-based approach to professional development.
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
474 citations
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TL;DR: In this paper, the authors introduce the concept of learning company and examine its relevance in modern industrial society, and propose guidelines for designing learning companies based on an organisational transformation model, which facilitates the learning of all of its members and continuously transforms itself to meet its strategic goals.
Abstract: The learning company is an organisation which facilitates the learning of all of its members and continuously transforms itself in order to meet its strategic goals. The paper introduces the concept of the learning company and examines its relevance in modern industrial society. A study of Director‐level personnel in eight large public and private sector organisations in the United Kingdom provides support for the concept. Following a discussion of the learning company as an organisational transformation, guidelines for designing learning companies are proposed.
472 citations
TL;DR: This paper presented a conceptual framework for deconstruction of deficit thinking through staff development, and discussed assumptions and beliefs about culturally diverse students and families that they have encountered in low performing schools, and illustrate how such beliefs may be successfully challenged and reframed.
Abstract: Studies of comprehensive school reform suggest that such efforts often fail because of educators’ unwillingness to examine the root causes of underachievement and of failure among students from low-income and racially or ethnically diverse backgrounds and because of their tendency to locate the problem within students, families, and communities. Drawing on their research and professional development experiences, the authors present a conceptual framework for the deconstruction of deficit thinking through staff development. Next, they discuss assumptions and beliefs about culturally diverse students and families that they have encountered in low performing schools, and they illustrate how such beliefs may be successfully challenged and reframed.
468 citations