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Teacher Learning and Continuous Professional Development


Faulkner, F and Kenny, J and Campbell, C and Crisan, C, Teacher Learning and Continuous Professional Development, Examining the Phenomenon of 'Teaching Out-of-field', Springer Singapore, L Hobbs and G Torner (ed), Singapore, pp. 269-308. ISBN 978-981-13-3366-8 (2019) [Research Book Chapter]

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Copyright 2019 Springer Nature Singapore Pte Ltd.

DOI: doi:10.1007/978-981-13-3366-8_11


This chapter discusses teacher learning and professional development of out-of-field teachers from the point of view of the literature. It examines what makes this kind of learning and development effective and explores the ideas surrounding the varying rationale for the introduction of such teacher learning and professional development opportunities. Classical approaches to professional development are discussed in addition to several emerging international models of professional development that are currently being employed in the Republic of Ireland, England and Australia for in-service out-of-field teachers of mathematics predominantly but also a range of other subject disciplines (in the case of South Korea). Details of the structure of each of the models of professional development for in-service teachers are outlined using a country case study approach. Comparisons are made between the techniques employed in each country to upskill out-of-field teachers in specific disciplines. This chapter also proposes an international framework for teacher learning and professional development for out-of-field teachers that encompasses the best aspects of each country’s approach.

Item Details

Item Type:Research Book Chapter
Keywords:teacher learnin, professional development, continuous, in-service
Research Division:Education
Research Group:Education systems
Research Field:Teacher education and professional development of educators
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teacher and instructor development
UTAS Author:Kenny, J (Associate Professor John Kenny)
ID Code:130092
Year Published:2019
Deposited By:Education
Deposited On:2019-01-10
Last Modified:2020-05-07

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