9783659623356 - Teachers' perspectives on continuing professional development de Mokhele, Matseliso (5 resultados)

Taschenbuch. Condición: Neu. Teachers' perspectives on continuing professional development | Matseliso Mokhele | Taschenbuch | 136 S. | Englisch | 2015 | LAP LAMBERT Academic Publishing | EAN 9783659623356 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -There is a consensus that many continuing professional development programmes have yet to understand professional development from the teacher's perspectives. This perspective acknowledges what drives teachers to enlist in these programmes and how such programmes can make a difference to them and their classrooms. In this book, I explore the teachers' opinions of the continuing professional development intervention; its meaning to them and their work; and its impact on their classroom practices and students for the duration of the intervention and beyond. In conclusion, I propose that continuing professional development, however well intentioned and executed, is received differently by each teacher as a result of their personal circumstances and investment in the programme. I argue that the greater the unity between the personal circumstances and motivations of the teachers and those of the continuing professional development intervention, the more likely the outcome will be meaningful for the participating teachers. In turn, the ability to sustain the benefits of the intervention will be enhanced. 136 pp. Englisch.

Kartoniert / Broschiert. Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Mokhele MatselisoMatseliso Mokhele is a Research Associate Professor at the University of Fort Hare, South Africa. Her research interests lie in the area of Teacher Education, in particular teacher professional development. She is a .

Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -There is a consensus that many continuing professional development programmes have yet to understand professional development from the teacher's perspectives. This perspective acknowledges what drives teachers to enlist in these programmes and how such programmes can make a difference to them and their classrooms. In this book, I explore the teachers' opinions of the continuing professional development intervention; its meaning to them and their work; and its impact on their classroom practices and students for the duration of the intervention and beyond. In conclusion, I propose that continuing professional development, however well intentioned and executed, is received differently by each teacher as a result of their personal circumstances and investment in the programme. I argue that the greater the unity between the personal circumstances and motivations of the teachers and those of the continuing professional development intervention, the more likely the outcome will be meaningful for the participating teachers. In turn, the ability to sustain the benefits of the intervention will be enhanced.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 136 pp. Englisch.

Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - There is a consensus that many continuing professional development programmes have yet to understand professional development from the teacher's perspectives. This perspective acknowledges what drives teachers to enlist in these programmes and how such programmes can make a difference to them and their classrooms. In this book, I explore the teachers' opinions of the continuing professional development intervention; its meaning to them and their work; and its impact on their classroom practices and students for the duration of the intervention and beyond. In conclusion, I propose that continuing professional development, however well intentioned and executed, is received differently by each teacher as a result of their personal circumstances and investment in the programme. I argue that the greater the unity between the personal circumstances and motivations of the teachers and those of the continuing professional development intervention, the more likely the outcome will be meaningful for the participating teachers. In turn, the ability to sustain the benefits of the intervention will be enhanced.