Professional Development for Teachers: A World of Change

Autor/inn/en	Collinson, Vivienne; Kozina, Ekaterina; Lin, Yu-Hao Kate; Ling, Lorraine; Matheson, Ian; Newcombe, Liz; Zogla, Irena
Titel	Professional Development for Teachers: A World of Change
Quelle	In: European Journal of Teacher Education, 32 (2009) 1, S.3-19 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
Schlagwörter	Lifelong Learning; Educational Change; Foreign Countries; Professional Development; Educational Policy; Educational Practices; Comparative Education; Educational Trends; Trend Analysis; Mentors; Teacher Evaluation; Global Approach; Teacher Orientation; Teacher Education; Australia; Ireland; Latvia; Taiwan; United Kingdom (England); United Kingdom (Scotland); United States + Suchen Sie Ihr Suchwort? Life-long learning; Lebenslanges Lernen; Bildungsreform; Ausland; Politics of education; Bildungspolitik; Bildungspraxis; Vergleichende Erziehungswissenschaft; Bildungsentwicklung; Trendanalyse; Teacher appraisal; Lehrerbeurteilung; Globales Denken; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Lehrerausbildung; Lehrerbildung; Australien; Irland; Lettland; USA
Abstract	As the industrialised world shifted to an interdependent and global society, formal schooling was quickly recognised as a major factor in achieving a knowledge society of lifelong learners capable of transforming and revitalising organisations. Teachers were encouraged to engage in learning together to improve teaching and, by extension, improve learning for the children in their care. This article identifies three emerging trends intended to broaden teachers' learning and enhance their practices through continuous professional development: glocalisation, mentoring, and re-thinking teacher evaluation. The body of the article indicates how these three trends are unfolding in Australia, England, Latvia, the Republic of Ireland, Scotland, Taiwan, and the USA. However, teachers cannot bring about necessary changes without organisational and systemic change; namely, collaboration with governmental agencies and other institutions. The authors suggest that transforming schooling in the twenty-first century depends on education policies being supported by expanded teacher participation in education policy-making, more coherent governmental policies across agencies, and collaborative, differentiated models for career-long continuing professional development. (Contains 8 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10