Loading...
Please wait, while we are loading the content...
Similar Documents
Assessing the Impact of Teacher Learning
| Content Provider | Scilit |
|---|---|
| Author | Kelly, Cara L. Brock, Laura L. |
| Copyright Year | 2021 |
| Description | Quality, constructive professional learning is imperative for inservice teachers, especially given “the revolving door” phenomenon of qualified teachers, which posits that 40%–50% of teachers leave the profession within 5 years due to disempowerment and low pay (Riggs, 2013). However, evidence suggests that one-day-a-year teacher professional development is ineffective and fails to shift teachers' beliefs or in-class behaviors (Corcoran, 1995; Garet et al., 2001). Although previous studies have identified the features of effective professional learning models affecting teacher change (Darling-Hammond et al., 2017), there is little supporting evidence of such effective models being used in schools today (LoCasale-Crouch et al., 2015). Previous research does not effectively demonstrate how to organize professional learning in such a way that it directly influences teachers' classroom practice in a scalable manner (Day, 1999). Book Name: Talent Development in School |
| Related Links | https://api.taylorfrancis.com/content/chapters/edit/download?identifierName=doi&identifierValue=10.4324/9781003238478-18&type=chapterpdf |
| Ending Page | 279 |
| Page Count | 19 |
| Starting Page | 261 |
| DOI | 10.4324/9781003238478-18 |
| Language | English |
| Publisher | Informa UK Limited |
| Publisher Date | 2021-09-09 |
| Access Restriction | Open |
| Subject Keyword | Book Name: Talent Development in School Teachers Professional Learning Behaviors Models Previous Studies Teacher Professional |
| Content Type | Text |
| Resource Type | Chapter |
