By J. Ola Lindberg;Anders D. Olofsson
In todays society, the pro improvement of lecturers is pressing as a result of consistent switch in operating stipulations and the effect that details and verbal exchange applied sciences have in educating practices. on-line studying groups and instructor expert improvement: tools for enhanced schooling supply good points cutting edge functions and ideas important for lecturers in constructing wisdom and talents for the combination of know-how into daily educating practices. This defining choice of box study discusses how know-how itself can function an incredible source when it comes to offering arenas for pro improvement.
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Additional resources for Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery (Premier Reference Source)
Newly qualified teachers should have someone to turn to for help when they have need of counsel. Research shows that experienced teachers are of great importance for newcomers (Skovholt, 2001). A mentor should be a model and a support, but also be able to challenge the newcomer (Nielsen & Kvale, 1999). However, schools are complex organizations and the question is if one mentor is sufficient for the novice teachers’ professional development. Existence of a mentor program is no guarantee in itself of success.
Support as well as critical feedback from colleagues is necessary in order to develop personally, as well as socially and professionally. Accordingly teachers’ professional development is part of a systematic ongoing learning process for the individual teacher as well as the community in order to articulate tacit knowledge. In this chapter teachers’ professional development is defined as an ongoing reflective learning process in which teachers and teacher educators engage to learn how to adjust their teaching to the learning needs of their students.
2005). Studying teacher education: the report of the AERA panel on research and teacher education. Mahwah, NJ: Lawrence Erlbaum. Darling-Hammond, L. (1994). Professional Development Schools: schools for developing a profession. New York: Teachers’ College Press. Elliot, J. (1991). Action research for educational change. Milton: Open University Press. , & Elminn, B. (2005). Working with portfolio. (In Norwegian). Oslo: Interface Media A/S. Evans, L. (2002). What constitutes teacher development?