Handbook of Research on Teacher Education and Professional Development

Handbook of Research on Teacher Education and Professional Development

Christie Martin (University of South Carolina, USA) and Drew Polly (University of North Carolina at Charlotte, USA)
Indexed In: SCOPUS View 1 More Indices
Release Date: September, 2016|Copyright: © 2017 |Pages: 740|DOI: 10.4018/978-1-5225-1067-3
ISBN13: 9781522510673|ISBN10: 1522510672|EISBN13: 9781522510680

Description

With the ever-changing climate of education around the globe, it is essential that educators stay abreast of the most updated teaching methods and applications. To do this, fostering teacher education programs that include innovative practices and initiatives within the field is imperative.

The Handbook of Research on Teacher Education and Professional Development investigates current initiatives and approaches in educational programs. Focusing on research studies and theoretical concepts on innovative projects related to teacher education and professional development programs, this book is a pivotal reference source for academics, professionals, students, practitioners, and researchers.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Alternative Education
  • Blended Learning
  • Clinical Practice
  • Field Experiences
  • Multimedia Tools
  • Online Teaching
  • Student Collaboration

Reviews and Testimonials

An international group of educators provides 35 essays on teacher education and professional development projects around the world. They describe programs and strategies, such as the implementation of a co-teaching model, embedded field experiences, collaboration between teacher education and a university English as a second language program, a nontraditional teacher certification program, teacher education programs for philology students, and social studies teacher professional development; supporting teacher candidates' efficacy, identities, and dispositions, including the role of personality, collaborative group projects, preparing teacher-scholars for inquiry, and developing their academic writing skills; and technology-enhanced teacher education initiatives like a model to support transition to online teaching and a multimedia tool for teacher education and professional development.

– Protoview Reviews

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Drew Polly is an Assistant Professor in the Department of Reading and Elementary Education at the University of North Carolina at Charlotte. His research agenda focuses on examining how to support the implementation of technology and standards-based pedagogies. More information can be found at: http://education.uncc.edu/abpolly.

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