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Teacher Quality, Professional Learning and Policy = Recognising, Rewarding and Developing Teacher Expertise /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teacher Quality, Professional Learning and Policy/ by Christine Forde, Margery McMahon.
Reminder of title:	Recognising, Rewarding and Developing Teacher Expertise /
Author:	Forde, Christine.
other author:	McMahon, Margery.
Description:	XIII, 285 p. 1 illus.online resource. :
Contained By:	Springer Nature eBook
Subject:	Teaching. -
Online resource:	https://doi.org/10.1057/978-1-137-53654-9
ISBN:	9781137536549

Teacher Quality, Professional Learning and Policy = Recognising, Rewarding and Developing Teacher Expertise /
Forde, Christine.

Teacher Quality, Professional Learning and PolicyRecognising, Rewarding and Developing Teacher Expertise /[electronic resource] :by Christine Forde, Margery McMahon. - 1st ed. 2019. - XIII, 285 p. 1 illus.online resource.

Chapter 1. The Question of Teacher Quality -- Chapter 2. Issues of Teacher Expertise and Teacher Quality -- Chapter 3. Teachers and the Teaching Profession: Autonomy, Regulation and Expertise -- Chapter 4. Teachers' Careers, Work Life and Expertise -- Chapter 5. Teacher Professional Learning: Building Expertise over a Teaching Career -- Chapter 6. Teacher Quality and Evaluation and the Development of Accomplished Practice -- Chapter 7. Recognising and Rewarding Teacher Expertise and Accomplished Teaching -- Chapter 8. Career-long Professional Learning, Professionalism and Expertise -- Chapter 9. Developing and Sustaining Teacher Expertise.

This book examines the significance of teacher expertise in the drive to improve quality and effectiveness. Scrutinising both key conceptual issues and current policy developments and approaches, the authors analyse educational systems from around the world and question how different cultural contexts and systems can implement measures to improve teacher effectiveness. The book analyses factors such as policy change and teacher evaluation as well as the regulation of the teaching profession to determine how these aspects can influence the expertise of individual teachers. As numerous policy interventions have tried to define and enhance teacher quality to raise pupil achievement, this book calls for an interrogation of this stance and signals a need to consider an alternative approach. This book will appeal to students and scholars of teacher effectiveness and professional learning, as well as researchers and policymakers. .

ISBN: 9781137536549

Standard No.: 10.1057/978-1-137-53654-9doiSubjects--Topical Terms:

555255
Teaching.

LC Class. No.: LB1024.2-1050.75

Dewey Class. No.: 370.711

Teacher Quality, Professional Learning and Policy = Recognising, Rewarding and Developing Teacher Expertise /
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520 $a This book examines the significance of teacher expertise in the drive to improve quality and effectiveness. Scrutinising both key conceptual issues and current policy developments and approaches, the authors analyse educational systems from around the world and question how different cultural contexts and systems can implement measures to improve teacher effectiveness. The book analyses factors such as policy change and teacher evaluation as well as the regulation of the teaching profession to determine how these aspects can influence the expertise of individual teachers. As numerous policy interventions have tried to define and enhance teacher quality to raise pupil achievement, this book calls for an interrogation of this stance and signals a need to consider an alternative approach. This book will appeal to students and scholars of teacher effectiveness and professional learning, as well as researchers and policymakers. .
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