Article

Teacher Training and Development

Dorothea Anagnostopoulos, Juanita Beatriz Bautista Guerra, Carleen Carey and Sakeena Everett

in Education

ISBN: 9780199756810
Published online December 2011 | | DOI: http://dx.doi.org/10.1093/obo/9780199756810-0048
Teacher Training and Development

More Like This

Show all results sharing these subjects:

  • Education
  • Organization and Management of Education
  • Philosophy and Theory of Education
  • Schools Studies
  • Teaching Skills and Techniques

GO

Show Summary Details

Preview

Teacher training and development refer to the processes and practices through which teachers gain, deepen, and expand their professional knowledge, skills, and dispositions. These processes and practices are complex and occur both over the course of teachers’ careers and across multiple contexts, including universities, schools, and professional networks and associations. Though the research and practice of teacher training and development employ diverse disciplinary perspectives, they share a central concern with identifying both what teachers should know and be able to do to foster student learning, and which programs, practices, and policies best support teachers’ learning. While these are, in part, technical questions, how scholars and practitioners think about, enact, and study teacher training and development are shaped by a wide array of influences, including their diverse disciplinary perspectives, the models of “good” teaching they adhere to, their understanding of teachers’ work and teachers’ learning, and their beliefs about the goals and purposes of education. These influences are further situated within particular historical and political contexts. In particular, the goals and purposes we ascribe to teacher learning and development, the resources we devote to it, and the ways in which we organize and evaluate it are intimately tied to the shifting politics and policies of both educational and social reform movements. The citations included in this bibliography lead a user to works that examine the individual and organizational processes and practices of teacher training and development and how these are shaped by the institutional and political contexts in which they are situated. In addition to works that have significantly influenced the research and practice of teacher training and development, they include works that are breaking new ground and those that provide comprehensive examinations of key issues in the field.

Article.  10045 words. 

Subjects: Education ; Organization and Management of Education ; Philosophy and Theory of Education ; Schools Studies ; Teaching Skills and Techniques

Full text: subscription required

How to subscribe Recommend to my Librarian

Buy this work at Oxford University Press »

Users without a subscription are not able to see the full content. Please, subscribe or login to access all content.