Professional education for experienced teachers the program of the summer workshop by Kenneth Lewis Heaton

Cover of: Professional education for experienced teachers | Kenneth Lewis Heaton

Published by The University of Chicago Press in Chicago, Ill .

Written in English

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  • United States.


  • Summer schools -- United States.,
  • Teachers -- Training of -- United States.

Edition Notes

Reproduced from type-written copy.

Book details

Statementprepared by Kenneth L. Heaton, William G. Camp [and] Paul B. Diederich, with the assistance of members of the Committee on Workshops and various staff members and participants in summer workshops.
ContributionsCamp, William Gordon, 1900- joint author., Diederich, Paul Bernard, 1906- joint author., Progressive Education Association (U.S.). Committee on Workshops.
LC ClassificationsLB1743 .H4
The Physical Object
Paginationx, 142 p.
Number of Pages142
ID Numbers
Open LibraryOL6414310M
LC Control Number41003281

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I am an experienced teacher. Professional Experience aims to help prepare our initial teacher education students ('pre-service teachers') for the multitude of roles in primary, secondary and early childhood educational environments.

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Teacher Education Can Make a Difference to Student Achievement Teacher education programs can make a difference to student achievement depending on the type of education program and support that is put in place.

Specific factors such as the years of teacher training (initial and inservice), the teacher. mechanisms for teacher education and professional development.

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There are hundreds of books. My book, Secret Teacher: Dispatches from the Classroom, is a composite account, based on my experience teaching in an inner-city state school, which features many common gripes:. Using results from empirical studies of professional education programs, the book sheds light on practical ways in which the development of epistemic fluency can be recognised and.

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professional learning. Edited and republished November For current teachers and those working to become teachers, continuous professional.

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The Professional. Experienced mainstream teachers and student teachers position themselves explicitly and implicitly in relation to inclusive classrooms: global and local implications towards sustainable teacher professional development.

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The findings outlined above present a general picture of action research as a tool for teachers' professional development.

However, it is necessary to make allowance for differences between action research carried out by student teachers and the action research of experienced teachers.

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