Benefits, Status and Effec- tiveness of Continuous Professional Development for Teachers in England.The Curriculum Journal, 21: 413-431. From (Retrieved on 26 Decem- ber 2012).Opfer, D. & Pedder, D. (2010). Benefits, status and effectiveness of Continuous Professional Development for teachers...
Education Association of South Africa (EASA)South African Journal of EducationMestry, R. Hendricks, L. & Bisschoff, T. 2009. Perception of teachers on the benefits of teacher development programmes in one province in South Africa. South African Journal of Education. Vol. 29:476-490. http://...
(2003) Benefits to teachers of the professional learning portfolio: a case study. Teacher Development 7(2), 229- 244.Dinham S, Scott C. Benefits to teachers of the professional learning portfolio: a case study. Teach Dev 2003;7:229-44....
New York: Teachers College Press. Bascia, N. (2000). The other side of the equation: Teachers' professional development and the organizational capacity of teacher unions. Educational Policy, 14(3), 385–404. CrossRef Bascia, N. (2008). Learning through struggle: How the Alberta Teachers'...
and challenges UNIVERSITY OF SOUTH DAKOTA Linda Reetz IrlmeierJoni LinnThe purpose of this study was to determine the motivations, benefits, and challenges of serving as mentor teachers in select Professional Development Schools (PDS). This involved mentoring interns for a full academic year in ...
Teacher/Scientist Partnerships as Professional Development: Understanding How Collaboration Can Lead to Inquiry The flexibly adaptive model of professional development, developed in the GIT Ahead project, enables secondary science teachers to incorporate a variety of geospatial technology applications into wide...
(2006). Assimilating "real" teachers in teacher education: Benefits and limitations of a professional development school course delivery model. Action in Teacher Education, 28(3), 42-52.Gajda, R., & Cravedi, L. (2006). Assimilating `real' teachers in teacher education: Benefits and ...
Personal Domain: Teachers develop changes in knowledge, beliefs, and attitudes based on their professional experimentation with new information or practices. In STEP-UP, this includes trainees’ perceptions of these changes during and after the program, about their own teaching practice, their identities...
Kenneth Gross, Professor of Mathematics and Education at the University of Vermont. Intel Math provides eighty hours of professional development in mathematics for K-8 teachers (teacher participants), in the form of a course co-facilitated by a practicing mathematician and a mathematics educator (...
By investing in professional development for teachers, providing adequate resources for language instruction, and promoting a culture of inclusivity and diversity, schools can ensure that bilingual education is accessible and beneficial for all students. With the right support and resources, bilingual ...