Skip to main content
SpringerLink
Log in

Towards the Development of a Dynamic Approach to Teacher Professional Development

  • Chapter
  • First Online:
Book cover Teacher Professional Development for Improving Quality of Teaching

Abstract

In this introductory chapter, we describe the background of the proposed dynamic approach to teacher training and professional development. The main developments in the theory of, and research into, teacher effectiveness are also outlined. It is argued that the area of teacher training and professional development needs to establish a theory-driven and evidence-based approach. This approach should take into account the strengths and weaknesses of the two traditional approaches to teacher training and the validated theoretical models of teacher effectiveness, which acknowledge the dynamic perspective of education and refer to relations between multiple factors of effectiveness. It is claimed that the development of this framework could contribute to the improvement of policy, research and practice of teacher training and professional development. Finally, the aims of this book and its structure are outlined.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 139.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 179.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 179.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Antoniou, P., & Kyriakides, L. (2011). The impact of a dynamic approach to professional development on teacher instruction and student learning: Results from an experimental study. School Effectiveness and School Improvement, 22(3), 291–311.

    Article  Google Scholar 

  • Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In G. Sykes & L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). San Francisco: Jossey Bass.

    Google Scholar 

  • Ball, D. L., & Forzani, F. M. (2011). Building a common core for learning to teach, and connecting professional learning to practice. American Educator, 35(2), 17–21, 38–39.

    Google Scholar 

  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15.

    Article  Google Scholar 

  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.

    Google Scholar 

  • Brooks, R. (2002). The individual and the institutional: Balancing professional development needs within further education. In G. Trorey & C. Cullingford (Eds.), Professional development and institutional needs (pp. 35–50). Hampshire, UK: Ashgate Publishing.

    Google Scholar 

  • Christie, F., & O’Brien, J. (2005). A continuing professional development framework for Scottish teachers: Steps, stages, continuity or connections? In A. Alexandrou, K. Field, & H. Mitchell (Eds.), The continuing professional development of educators (pp. 93–110). Oxford, UK: Symposium Books.

    Google Scholar 

  • Cochran-Smith, M., & Zeichner, M. K. (2005). Studying teacher education: The report of the AERA panel on research and teacher education. London: Routledge.

    Google Scholar 

  • Cohen, D. K. (1990). A revolution in one classroom: The case of Mrs. Oublier. Educational Evaluation and Policy Analysis, 12(3), 311–329.

    Google Scholar 

  • Cohen, D. K., & Hill, H. C. (2001). Learning policy. New Haven, CT: Yale University Press.

    Google Scholar 

  • Corcoran, T. B., & McDiarmid, W. (2000). Promoting the professional development of teachers. In R. Pankratz & J. Petrosko (Eds.), All children can learn: Lessons from the Kentucky reform experience (pp. 141–158). San Francisco: Jossey-Bass.

    Google Scholar 

  • Cornford, I. R. (2002). Reflective teaching: Empirical research findings and some implications for teacher education. Journal of Vocational Education & Training, 54, 219–236.

    Article  Google Scholar 

  • Craft, A. (2000). Continuing professional development: A practical guide for teachers and schools. London: Routledge/Falmer.

    Book  Google Scholar 

  • Creemers, B. P. M., & Kyriakides, L. (2008b). The dynamics of educational effectiveness: A contribution to policy, practice and theory in contemporary schools. London: Routledge.

    Google Scholar 

  • Cruickshank, D., & Metcalf, K. (1990). Training within teacher preparation. In W. Houston (Ed.), Handbook of research on teacher education (pp. 469–497). New York: Macmillan.

    Google Scholar 

  • Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597–604.

    Google Scholar 

  • Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Falmer Press.

    Google Scholar 

  • Donmoyer, R. (1996). Educational research in an era of paradigm proliferation: What’s a journal editor to do? Educational Researcher, 25(2), 19–25.

    Google Scholar 

  • Elmore, R. F., & Burney, D. (1996). Staff development and instructional improvement: Community District 2, New York City. Philadelphia: Consortium for Policy Research in Education.

    Google Scholar 

  • Elmore, R. F., Peterson, P. L., & McCarthey, S. J. (1996). Restructuring in the classroom: Teaching, learning, & school organization. San Francisco: Jossey-Bass.

    Google Scholar 

  • Feiman-Nemser, S. (1990). Teacher preparation: Structural and conceptual alternatives. In W. Houston (Ed.), Handbook of research on teacher education (pp. 212–233). New York: Macmillan.

    Google Scholar 

  • Fullan, M. G., & Miles, M. B. (1992). Getting reform right: What works and what doesn’t. Phi Delta Kappan, 73(10), 745–752.

    Google Scholar 

  • Further Education National Training Organization (FENTO). (2001). Further educational sector: Workforce development plan—Consultation version. London: Further Education National Training Organization.

    Google Scholar 

  • Gage, N. L. (1978). The scientific basis for the art of teaching. New York: Teachers College Press.

    Google Scholar 

  • Garet, M. S., Porter, A. C., Desimone, L., Birman, P. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945.

    Article  Google Scholar 

  • Golby, M., & Viant, R. (2007). Means and ends in professional development. Teacher Development, 11(2), 237–243.

    Article  Google Scholar 

  • Grant, S. G., Peterson, P. L., & Shojgreen-Downer, A. (1996). Learning to teach mathematics in the context of systemic reform. American Educational Research Journal, 33, 509–541.

    Google Scholar 

  • Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. London/New York/Toronto: Cassell/Teachers’ College Press/University of Toronto Press.

    Google Scholar 

  • Heck, R. H., & Moriyama, K. (2010). Examining relationships among elementary schools’ contexts, leadership, instructional practices, and added-year outcomes: A regression discontinuity approach. School Effectiveness and School Improvement, 21(4), 377–408.

    Article  Google Scholar 

  • Hofman, R. H., Hofman, W. H., & Gray, J. M. (2010). Institutional contexts and international performances in schooling: Comparing patterns and trends over time in international surveys. European Journal of Education, 45(1), 153–173.

    Article  Google Scholar 

  • Joyce, B., Weil, M., & Calhoun, E. (2000). Models of teaching. Boston: Allyn & Bacon.

    Google Scholar 

  • Katz, G. L., & Raths, D. J. (1984). Advances in teacher education (Vol. 1). Norwood, NJ: Ablex Publishing Corporation.

    Google Scholar 

  • Kliebard, H. M. (1986). The struggle for the American curriculum. Boston: Routledge & Kegan Paul.

    Google Scholar 

  • Korthagen, F. A. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97.

    Article  Google Scholar 

  • Kyriakides, L., Creemers, B. P. M., & Antoniou, P. (2009). Teacher behaviour and student outcomes: Suggestions for research on teacher training and professional development. Teaching and Teacher Education, 25(1), 12–23.

    Article  Google Scholar 

  • Last, J., & Chown, A. (1996). Competence-based approaches and initial teacher training for FE. In J. Robson (Ed.), The professional FE teacher, staff development and training in the corporate college (pp. 20–32). Aldershot, UK: Avebury.

    Google Scholar 

  • Putnam, R. T., & Borko, H. (1997). Teacher learning: Implications of new views of cognition. In B. J. Biddle, T. L. Good, & I. F. Goodson (Eds.), International handbook of teachers and teaching (Vol. 2, pp. 1223–1296). Dordrecht, The Netherlands: Kluwer.

    Google Scholar 

  • Robson, J. (1998). A profession in crisis: Status, culture and identity in the further education college. Journal of Vocational Education and Training, 50(4), 585–607.

    Article  Google Scholar 

  • Sammons, P. (2009). The dynamics of educational effectiveness: A contribution to policy, practice and theory in contemporary schools. School Effectiveness and School Improvement, 20(1), 123–129.

    Article  Google Scholar 

  • Schoenfeld, A. H. (1998). Toward a theory of teaching in context. Issues in Education, 4(1), 1–94.

    Article  Google Scholar 

  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.

    Google Scholar 

  • Sizer, T. R. (1992). Horace’s school: Redesigning the American high school. Boston: Houghton Mifflin.

    Google Scholar 

  • Smith, M. S., & O’Day, J. (1991). Systemic school reform. In S. Fuhrman & B. Malen (Eds.), The politics of curriculum and testing (pp. 233–268). Philadelphia: Falmer Press.

    Google Scholar 

  • Spillane, J. P. (1999). External reform initiatives and teachers’ efforts to reconstruct practice: The mediating role of teachers’ zones of enactment. Journal of Curriculum Studies, 31, 143–175.

    Article  Google Scholar 

  • Sprinthall, N., Reiman, A., & Thies-Sprinthall, L. (1996). Teacher professional development. In J. Sikula, T. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 666–703). New York: Macmillan.

    Google Scholar 

  • Tanner, D., & Tanner, L. (1990). History of the school curriculum. New York: Macmillan.

    Google Scholar 

  • Whitty, G., & Willmott, E. (1991). Competence-based teacher education: Approaches and issues. Cambridge Journal of Education, 21(3), 309–318.

    Article  Google Scholar 

  • Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. In A. Iran-Nejad & C. D. Person (Eds.), Review of research in education (pp. 173–209). Washington, DC: American Educational Research Association.

    Google Scholar 

  • Zeichner, K. M. (1983). Alternative paradigms of teacher education. Journal of Teacher Education, 34(3), 3–9.

    Article  Google Scholar 

  • Zeichner, K. M. (1993). Educating teachers for cultural diversity. East Lansing, MI: National Center for Research on Teacher Learning.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Behavioural & Social Sciences, University of Groningen, Groningen, The Netherlands

    Bert Creemers

  2. Department of Education, University of Cyprus, Nicosia, Cyprus

    Leonidas Kyriakides

  3. Faculty of Education, University of Cambridge, Cambridge, UK

    Panayiotis Antoniou

Authors
  1. Bert Creemers
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Leonidas Kyriakides
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Panayiotis Antoniou
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Bert Creemers .

Rights and permissions

Reprints and permissions

Copyright information

© 2013 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Creemers, B., Kyriakides, L., Antoniou, P. (2013). Towards the Development of a Dynamic Approach to Teacher Professional Development. In: Teacher Professional Development for Improving Quality of Teaching. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5207-8_1

Download citation

Publish with us

Policies and ethics

Search

Navigation