This book reveals whether or not teachers believe professional development components such as reflective dialogue and peer observation can positively impact their teaching. The literature emphasizes a laboratory-type setting where teachers recognize their environment as learning enriched rather than learning impoverished. It provides an excellent starting point for the shift in structure from one-shot, atheorectical, passive professional development sessions to sustained, proactive, theory-based activities that are part of a culture of ongoing professional development.
Author: Edward P. Fiszer |
Publisher: Globe Pequot Publishing Group Inc/Bloomsbury |
Publication Date: Dec 01, 2003 |
Number of Pages: 96 pages |
Binding: Paperback or Softback |
ISBN-10: 1578860709 |
ISBN-13: 9781578860708 |