Implications for Research, Policy and Practice: A Way Forward
In the final chapter of this book, we provide suggestions for the development of this approach and for further research on using this approach for teacher training and professional development. We advocate the use of quantitative, experimental, longitudin
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Bert Creemers • Leonidas Kyriakides Panayiotis Antoniou
Teacher Professional Development for Improving Quality of Teaching
Bert Creemers Faculty of Behavioural & Social Sciences University of Groningen Groningen, The Netherlands
Leonidas Kyriakides Department of Education University of Cyprus Nicosia, Cyprus
Panayiotis Antoniou Faculty of Education University of Cambridge Cambridge, UK
ISBN 978-94-007-5206-1 ISBN 978-94-007-5207-8 (eBook) DOI 10.1007/978-94-007-5207-8 Springer Dordrecht Heidelberg New York London Library of Congress Control Number: 2012952679 © Springer Science+Business Media Dordrecht 2013 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Preface
Five years ago, we published the first results of our joint efforts to understand quality of teaching by searching for grouping of factors concerned with teacher behaviour in the classroom. Results reveal that teaching skills can be grouped into five types of teacher behaviour, which are clearly distinguishable and move gradually from skills associated with direct teaching to more advanced skills concerned with new teaching approaches and differentiation of teaching. Teachers exercising more advanced types of behaviour were found to have better student outcomes. A question that arises from our firs
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