Teacher professional development in Teaching and Teacher Education over ten years

By Beatrice Ávalos. 2011

2,051 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/864988b8ddd04d4a4db9a4c10377f959950e3ccc

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Citations in the corpus

Reassembling teacher professional development: the case for Quality Teaching Rounds (2016, background): “The conventional transmission style of professional development, while still in full swing in many places (Bausmith & Barry, 2011; Luke & McArdle, 2009), has been widely maligned for its passive approach to learning, its failure to address local differences, and its short-term, often single-event fo”
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).”
A Teacher–Researcher Partnership for Professional Learning: Co-Designing Project-Based Learning Units to Increase Student Engagement in Science Classes (2021, background): “Luft and Hewson (2014) argue that teacher collaboration supports professional learning; when working collaboratively, teachers reinforce, build, expand, and challenge their ideas about teaching and student learning (Avalos, 2011; Loughran, 2002; Van den Bergh et al., 2015).”
Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds (2017, background): “Yet few studies show rigorous evidence of the impact of such activities (Avalos, 2011; Cordingley, Bell, Evans, & Firth, 2005; Guskey & Yoon, 2009; Vescio, Ross, & Adams, 2008).”
The challenge of keeping teacher professional development relevant (2020, background): “Studies and reviews of research on PD in the United States (Garet et al. 2001, Darling-Hammond et al. 2009), Australia (Ingvarson et al. 2005) and Europe (Villegas-Reimers 2003, Avalos 2011), have identified certain elements that are important for designing effective PD.”
Evaluation of an In-service Training Program for Primary-school Language Teachers in Turkey (2012, background): “Although recent theoretical developments and research indicate a shift from traditional in-service training to professional development models (Avalos, 2010), as evidenced in the present study, in practice, one-shot INSET training activities that are top-down and mainly transmission-based are still…”
Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform (2021, background): “, 2004; Margerum-Leys & Marx, 2004), and integrate their content and pedagogical knowledge and classroom management strategies acquired from the program coursework into teaching practices (Hashweh, 2013; Wilson, 2013) while managing the complex and dynamic character, norms, and demands of the workpl”
Interaction in teacher communities: Three forms teachers use to express contrasting ideas in video clubs (2015, background): “…has been paid to identifying the forms and features of professional development that are most likely to lead to enhanced instruction and student learning (Avalos, 2011; Garet, Porter, Desimone, Birman, & Yoon, 2001; Stes, Min-Leliveld, Gijbels, & Van Petegem, 2010; Taylor & Rege Colet, 2010).”
Teachers’ professional development: a theoretical review (2012, background): “In training like this, teachers may learn through professional development as described by Avalos (2011).”
What works in coach learning, how, and for whom? A grounded process of soccer coaches’ professional learning (2017, background): “In teacher CPD, reviews also indicate a use of ground-up empirical investigation to describe and model processes of change in teachers’ practice, that expose previously unexploited understanding of the complex mechanisms involved (Clarke and Hollingsworth 2002, Avalos 2011).”
Inconvenient truths about teacher learning: towards professional development 3.0 (2016, background): “More recently, many schools of education and institutions for teacher education started to give practice a central place in their curricula (Lunenberg, Dengerink, & Korthagen, 2014) and the focus shifted towards workplace learning (Avalos, 2011).”
Emotion regulation and need satisfaction shape a motivating teaching style (2020, background): “…way they deal with them, as well as of the impact on their students, should be a goal of teacher training and continue professional development interventions (Sutton & Wheatley, 2003), a topic which received increased attention over the recent years (for reviews see Avalos, 2011; Loughran, 2014).”