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Teacher Professional Learning and Development
Helen Timperley
其他書名
Best Evidence Synthesis Iteration (BES)
出版Ministry of Education, 2007
ISBN07903262809780790326283
URLhttp://books.google.com.hk/books?id=TthOPwAACAAJ&hl=&source=gbs_api
註釋The purpose of the synthesis is to consolidate the international and New Zealand evidence around the emerging knowledge base about how to promote teacher learning in ways that impact on outcomes for the diversity of students in our classrooms. Considerable effort has been directed to understanding the 'black box' between acts of teaching and associated student outcomes, and other syntheses in the Iterative Best Evidence Synthesis Programme seek to address this issue. In this synthesis we have attempted to unpack a second black box, situated between particular professional learning opportunities and their impact on teaching practice. Little is known about how teachers interpret the available understandings and utilise the particular skills offered during professional learning opportunities, or the consequent impact of these on teaching practice and student outcomes. What is known is that the relationship is far from simple. This synthesis begins to unpack the contents of that black box. Table of contents: * Summary of Findings * Theoretical and methodological frameworks * Findings (The context of professional learning and development. The content of professional learning and development. Activities constructed to promote professional learning. Learning processes) * Consistency with findings from other syntheses * Gaps in the evidence * Summary * 1. Context * 2. Processes and Outcomes of Teacher Learning (Black boxes. Professional learning processes. Responses of diverse teacher learners. Implications of the professional learning framework) * 3. Student Outcomes and Responsiveness to Diversity * 4. The Framework for Analysis and Synthesis: Methods and Procedures * 5. Outcomes for Students * 6. Professional Learning and Mathematics * 7. Professional Learning and Science * 8. Professional Learning and Literacy (Studies considered. What works for whom in literacy? Bringing it all together) * 9. Reframing Teachers' Social Constructions of Students * 10. What the Evidence Tells Us about Some Topical Issues (Issue 1: Multiple roles of assessment in promoting teacher learning. Issue 2: The role of school leaders in promoting professional development. Issue 3: Teachers' existing theories. Issue 4: Professional learning communities . Issue 5: Professional learning in secondary school contexts) * Appendix 1. Case Studies * Appendix 2. Methods and Procedures.