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Department: Master of Education
Module Description: Teacher professional growth and development is an essential component to guarantee teacher effectiveness. Key perspectives, concepts and approaches to teacher professional development are critically evaluated. Approaches to reflection, professional development planning, implementation, evaluation of impact on learners’ achievement and action research and issues related to these are critically examined across a wide range of contexts. The module draws on wide range of sources including research, case studies and grey literature from professional and organisational sources.
- Creemers, B., Kyriakides, L. and Antoniou, P. (2012). Teacher professional development for improving quality of teaching. Netherlands, Springer.
- Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, vol. 33(8), pp. 3–15.
- DeMont, J. (2013). High-Quality Professional Development for Teachers: Supporting Teacher Training to Improve Student Learning. Open resource
- Heller, J. I., Dahler, K. R., Wong, N., Shinohara, M. and Miratrix, L. W. (2012). Differential effects of three professional development models on teacher knowledge and student achievement in elementary science. Journal of Research in Science Teaching, vol. 49(3), pp. 333–362. Request this item
- Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, vol.86 (4), pp. 945-980.
- Sher, L. and O’Reilly, F. E. (2009). Professional development for K-12 math and science teachers: what do we really know? Journal of Research on Educational Effectiveness, vol. 2, pp. 209–249.
Reflect on own practice
Engage in professional growth