Teacher Professional Development
By M. Píšová. 2005
347 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/527fd397d67f5842ffff71c6cac40cc80886030f
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- Panayiotis Antoniou
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- Lynnette B. Erickson
- Zohreh Nafissi
Citations in the corpus
- Teacher reflection: the development of a typology (2008, background): “…among others, Selman (1980), Habermas (1984), Johnston (1989), Johnston and Lubomudrov (1987), Oser et al. (1991), Maccullum (1993), Higgins (1995), Sprinthall et al. (1996) and Reiman (1999) show a close relation between the level of reflection, on the one hand, and the capacity to consider a…”
- Novice teacher growth and personal models of mentoring: choosing compassion over inquiry (2005, background): “(Jeruchim & Shapiro, 1992, p. 23) The claim is that both mentor and protégé usually benefit from the relationship; each develops personally and professionally (Sprinthall et al., 1996; Zeek et al., 2001; Giles & Wilson, 2004).”
- The development of science teachers' knowledge on models and modelling: promoting, characterizing, and understanding the process (2005, background): “In a comprehensive review on teachers’ development, Sprinthall et al. (1996) characterize perspectives from which such a process might occur and emphasize the relevance of what they identify as interactive models: those that involve active meaningful learning processes.”
- Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development (2019, background): “In essence, “professional development is about teachers’ learning, learning how to learn, and transforming their knowledge into practice for the benefit of their students’ growth” (Avalos, 2011, p. 10).”
- The impact of a dynamic approach to professional development on teacher instruction and student learning: results from an experimental study (2011, background): “Moreover, evaluations of this approach suggested that, although this approach has always maintained the need for teacher flexibility in how the methods are applied in the classroom, yet the training itself does not encourage such flexibility (Sprinthall et al., 1996).”