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003			MX-SnUAN
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007			cr nn 008mamaa
008			150903s2013 ne | o |||| 0|eng d
020			_a9789400752078 _99789400752078
024	7		_a10.1007/9789400752078 _2doi
035			_avtls000367494
039		9	_a201509031049 _bVLOAD _c201405070443 _dVLOAD _y201402251624 _zstaff
040			_aMX-SnUAN _bspa _cMX-SnUAN _erda
050		4	_aLB1024.2-1050.75
100	1		_aCreemers, Bert. _eautor _9356445
245	1	0	_aTeacher Professional Development for Improving Quality of Teaching / _cby Bert Creemers, Leonidas Kyriakides, Panayiotis Antoniou.
264		1	_aDordrecht : _bSpringer Netherlands : _bImprint: Springer, _c2013.
300			_axviii, 262 páginas 5 ilustraciones _brecurso en línea.
336			_atexto _btxt _2rdacontent
337			_acomputadora _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_aarchivo de texto _bPDF _2rda
500			_aSpringer eBooks
505	0		_aPreface -- List of Figures -- List of Tables -- PART 1: Research on Teacher Training and Professional Development.- PART 2: Main Foundations of Research on Teacher Effectiveness.- PART 3: Combining Teacher Effectiveness Research with Research on Teacher Training and Professional Development.- References. – Index.
520			_aThis book makes a major contribution to knowledge and theory by drawing implications of teacher effectiveness research for the field of teacher training and professional development. The first part of the book provides a critical review of research on teacher training and professional development and illustrates the limitations of the main approaches to teacher development such as the competence-based and the holistic approach. A dynamic perspective to policy and practice in teacher training and professional development is advocated. The second part of the book provides a critical review of research on teacher effectiveness. The main phases of this field of research are analysed. It is pointed out that teacher factors are presented as being in opposition to one another. An integrated approach in defining quality of teaching is adopted. The importance of taking into account findings of studies investigating differential teacher effectiveness is argued. Another significant limitation of this field of research is that the whole process of searching for teacher effectiveness factors was not able to have a significant impact upon teacher training and professional development. For this reason it is advocated that teacher training and professional development should be focused on how to address grouping of specific teacher factors associated with student learning and on how to help teachers improve their teaching skills by moving from using skills associated with direct teaching only to more advanced skills concerned with new teaching approaches and differentiation of teaching. The book refers to studies conducted in different countries illustrating how the proposed approach can be used by policy and practice in teacher education. Specifically, the book provides evidence supporting the validity of the theoretical framework upon which this approach is based. Moreover, experimental and longitudinal studies supporting the use of this approach for improvement purposes are presented and suggestions for further research utilising and expanding the Dynamic Approach for teacher training and professional development are provided.
590			_aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700	1		_aKyriakides, Leonidas. _eautor _9356446
700	1		_aAntoniou, Panayiotis. _eautor _9356447
710	2		_aSpringerLink (Servicio en línea) _9299170
776	0	8	_iEdición impresa: _z9789400752061
856	4	0	_uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-94-007-5207-8 _zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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999			_c314006 _d314006