International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Professionalism
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14 items
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The article explores professional learning in a secondary teachers ' development program in Greece. The investigation reveals professional learning to be characterised by a number of dimensions: professionality, mutuality, emotionality and formality. Professional learning is therefore seen as a complex process rather than linear, a step-by-step event.
Published: 2007
Updated: Jul. 30, 2008
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The authors examine a conceptual framework for school reforms. Teacher education in Pakistan will also need to change in order to promote teacher professionalism. According to the authors, teachers must be provided with opportunities to expand capabilities through involvement, initiation, and engagement and developing collaborative school cultures.
Published: 2007
Updated: Mar. 04, 2008
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In this article, the author presents an analysis of professionalism as defined and enacted by the History Teachers' Association of New South Wales (HTANSW). The author's aim for this project was to explore what professionalism means in practice for a unique group of teachers: those who have made an active and fundamental commitment to their subject community by voluntarily serving on the executive committee of their subject-based professional association.
Published: 2007
Updated: Feb. 17, 2008
14
The authors argue that both individual teacher autonomy at the local workplace and autonomy at the national level embracing teachers as a collective group are important in analysing teachers’ professional autonomy. In comparing teachers’ professional autonomy they differentiate between processes of individualisation and collectivisation. Their analysis indicates, although intra-national differences, that the difference between Norwegian and Swedish teachers is striking.
Published: 2007
Updated: Feb. 03, 2008