UID:
kobvindex_HPB1150166490
Format:
1 online resource (viii, 135 pages)
ISBN:
9789811521379
,
9811521379
,
9811521360
,
9789811521362
,
9789811521386
,
9811521387
Series Statement:
SpringerBriefs in Education
Content:
This open access book presents a comparative study on how large-scale professional development programs for teachers are designed and implemented. Around the world, governments and educators are recognizing the need to educate students in a broad range of higher order cognitive skills and socio-emotional competencies, and providing effective opportunities for teachers to develop the expertise needed to teach these skills is a crucial aspect of effective implementation of curricula which include those goals. This study examines how large-scale efforts to empower teachers for deeper instruction have been designed, how they have been implemented, and their outcomes. To do so, it investigates six programs from England, Colombia, Mexico, India, and the United States. Though all six are intended to broaden and deepen students' curricular aspirations, each takes this expansion of curricular goals in a different direction. The ambitious education reforms studied here explicitly focus on building teachers' capacity to teach on a broader set of goals. Through a discerning analysis of program documents, evaluations, and interviews with senior leaders and participants in the programs, the book identifies the various theories of action used in these programs, examines how they were implemented, and discusses what they achieved. As such, it offers an indispensable resource for education leaders interested in designing and implementing professional development programs for teachers that are aligned with ambitious instructional goals.
Note:
6 Cambodia's New Generation Schools Reform
,
Intro -- Contents -- Editor and Contributors -- 1 Building Teacher Capacity to Educate the Whole Child. Lessons from Comparative Experience -- 1.1 Goals of This Book -- 1.2 Content of the Book -- 1.3 The Value of Comparative Analysis to Understand How Professional Development Improves Instruction -- 1.4 The Importance of Studying the Implementation of Large-Scale Programs of Teacher Professional Development -- 1.5 Conclusions -- References -- 2 Supporting Mathematics Teaching for Mastery in England -- 2.1 Context -- 2.2 Differences Between South-East Asian Countries and England
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2.3 Theory of Change -- 2.4 Description of the Reform: Pedagogy -- 2.5 Implementation -- 2.6 Twenty-First Century Knowledge and Skills -- 2.7 Cognitive Competencies -- 2.8 Intrapersonal Competencies -- 2.9 Interpersonal Competencies -- 2.10 Evaluation and Challenges -- 2.11 Conclusion -- References -- 3 Supporting Teacher Professional Development: Program Sustainability in Colombia -- 3.1 Introduction -- 3.2 Background -- 3.3 Teacher-Centered Design -- 3.4 Provision of Textbooks and Learning Materials -- 3.5 Successful Implementation -- 3.6 Conclusion -- References
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4 Policies for Teacher Professionalization in Mexico's Education Reform -- 4.1 Chapter Outline -- 4.2 Historical Context -- 4.3 The Role of Evaluation in Teacher Professionalization -- 4.4 First Axis of the RE: Evaluation as a Tool of Professional Development -- 4.5 Second Axis: The New Educational Model as a Tool for Educators -- 4.6 Third Axis: Professional Development, Dialogue and Community Involvement -- 4.7 Analysis of the Implementation of the RE's Theory of Change -- 4.8 Analysis of the First Axis: Evaluation as an Indicator for Professional Development
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4.9 Analysis of the Second Axis: The New Educational Model as a Tool for Educators -- 4.10 Analysis of the Third Axis: Professional Development, Dialogue and Community Involvement -- 4.11 Advances and Shortcomings of Professional Development in the Reform -- 4.12 The Curricular Component of the Reform -- 4.13 Evaluation and Its Impact on Professional Development -- 4.14 Key Lesson: Dedicated Professional Development Spaces with Teacher Input -- References -- 5 Building Teacher Capacity at the Telangana Social Welfare Residential Educational Institution Society -- 5.1 Introduction
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5.2 Public Education in India -- 5.3 Understanding Caste-Based Discrimination -- 5.4 Inception of TSWREIS -- 5.5 Theory of Change -- 5.5.1 Ultimate Outcomes -- 5.5.2 Intervention Activities -- 5.5.3 Mediating Process -- 5.5.4 Moderators -- 5.5.5 Implicit Assumptions -- 5.6 Program Description: Principal Development -- 5.7 Program Description: Teachers -- 5.8 Program Description: Integrated Curriculum -- 5.9 Key Enablers -- 5.10 School Evaluations -- 5.11 Lessons Learned -- 5.11.1 Teachers -- 5.11.2 School Leaders -- 5.11.3 Curriculum -- 5.11.4 System Level -- 5.12 Conclusion -- References
Additional Edition:
Print version: Reimers, Fernando M. Empowering Teachers to Build a Better World : How Six Nations Support Teachers for 21st Century Education. Singapore : Springer, ©2020 ISBN 9789811521362
Language:
English
DOI:
10.1007/978-981-15-2137-9
URL:
ProQuest Ebook Central
URL:
https://www.vlebooks.com/vleweb/product/openreader?id=none&isbn=9789811521379
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