ISBN: 9781578860708 - how teachers learn best, an ongoing professional development model (16 résultats)

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Paperback. Etat : Very Good. How Teachers Learn Best, An Ongoing Professional Development Model This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping. .…

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Paperback. Etat : new. Paperback. Traditional professional development often incorporates methods not aligned with active learning. Teachers typically sit and listen to an expert who advocates hands-on learning for students but puts little of this talk into practice during the training. This style of professional development is not only hypocritical but outdated and a disservice to professional educators. Teachers deserve better and can have what they need in a relatively inexpensive mannerby being given time to maintain a vibrant connection between training and practice. Ongoing professional development fosters the kind of support teachers do not have within their traditional culture of isolation.Fiszer shows that teachers learn best through an ongoing professional development model that marks a cultural shift from one of traditional isolation to one befitting an educational practitioner. How Teachers Learn Best reveals whether or not teachers believe professional development components such as reflective dialogue and peer observation can positively impact their teaching. The literature emphasizes a laboratory-type setting where teachers recognize their environment as learning enriched rather than learning impoverished. This book provides an excellent starting point for the shift in structure from one-shot, atheorectical, passive professional development sessions to sustained, proactive, theory-based activities that are part of a culture of ongoing professional development. This book reveals whether or not teachers believe professional development components such as reflective dialogue and peer observation can positively impact their teaching. The literature emphasizes a laboratory-type setting where teachers recognize their environment as learni. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

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PAP. Etat : New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Etat : New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. &Uumlber den AutorBy Edward P. FiszerInhaltsverzeichnisChapter 1 Preface to Chapters 5, 6, and 7: Lessons from Teachers Chapter 2 Introduction: Why Is Ongoing Professional Development Necessary? or Are You an.…

Paperback. Etat : new. Paperback. Traditional professional development often incorporates methods not aligned with active learning. Teachers typically sit and listen to an expert who advocates hands-on learning for students but puts little of this talk into practice during the training. This style of professional development is not only hypocritical but outdated and a disservice to professional educators. Teachers deserve better and can have what they need in a relatively inexpensive mannerby being given time to maintain a vibrant connection between training and practice. Ongoing professional development fosters the kind of support teachers do not have within their traditional culture of isolation.Fiszer shows that teachers learn best through an ongoing professional development model that marks a cultural shift from one of traditional isolation to one befitting an educational practitioner. How Teachers Learn Best reveals whether or not teachers believe professional development components such as reflective dialogue and peer observation can positively impact their teaching. The literature emphasizes a laboratory-type setting where teachers recognize their environment as learning enriched rather than learning impoverished. This book provides an excellent starting point for the shift in structure from one-shot, atheorectical, passive professional development sessions to sustained, proactive, theory-based activities that are part of a culture of ongoing professional development. This book reveals whether or not teachers believe professional development components such as reflective dialogue and peer observation can positively impact their teaching. The literature emphasizes a laboratory-type setting where teachers recognize their environment as learni. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.…

Taschenbuch. Etat : Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This book reveals whether or not teachers believe professional development components such as reflective dialogue and peer observation can positively impact their teaching. The literature emphasizes a laboratory-type setting where teachers recognize their environment as learning enriched rather than learning impoverished. It provides an excellent starting point for the shift in structure from one-shot, atheorectical, passive professional development sessions to sustained, proactive, theory-based activities that are part of a culture of ongoing professional development.…