NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Youmans, Alexandra; Godden, Lorraine – Teachers and Teaching: Theory and Practice, 2022
The Coalition Model for Professional Development (CMfPD) was created to develop capacity in a network of adult and continuing education (A&CE) staff from eight district school boards in the eastern Ontario region in Canada. The CMfPD had three main components: (1) a collaborative structure, (2) continuous learning and (3) a culture of care.…
Descriptors: Professional Development, Models, Capacity Building, Adult Education
Peer reviewed Peer reviewed
Direct linkDirect link
Lejonberg, Eli; Elstad, Eyvind; Christophersen, Knut Andreas – Teachers and Teaching: Theory and Practice, 2018
This study examines teaching evaluation based on student feedback which is intended to contribute to teachers' professional development. Although studies have highlighted that teaching evaluation is a potential source of professional development and that follow-up sessions are crucial to this benefit, little attention has been paid to the…
Descriptors: Teacher Evaluation, Teacher Attitudes, Foreign Countries, Followup Studies
Peer reviewed Peer reviewed
Direct linkDirect link
Mockler, Nicole – Teachers and Teaching: Theory and Practice, 2011
Drawing on previous research that focused upon the formation and mediation of teacher professional identity, this paper develops a model for conceptualising teacher professional identity. Increasingly, technical-rational understandings of teachers' work and "role" are privileged in policy and public discourse over more nuanced and holistic…
Descriptors: Teaching (Occupation), Professional Development, Teacher Attitudes, Professional Identity
Peer reviewed Peer reviewed
Direct linkDirect link
Lam, Bick-Har; Kember, David – Teachers and Teaching: Theory and Practice, 2006
The relationship between conceptions of teaching and approaches to teaching was explored in a study of 18 secondary school art teachers in Hong Kong. Conceptions of teaching approaches were fitted to a four-category model. Each of the categories was distinguished by reference to six relevant dimensions. As is the case in higher education,…
Descriptors: Foreign Countries, Art Teachers, Educational Background, Teaching Methods