Professional Development to Promote Teacher Adaptability
Bibliographic Data
| ID | 4254640 |
|---|---|
| Authors | Allison Ward Parsons (0000-0003-1529-8113), Julie W Ankrum (0000-0001-5450-3373), Aimee Morewood (0000-0002-8315-1036) |
| Year | 2016 |
| Volume | 55 |
| Issue | 3 |
| Pages | 250-258 |
| Publication date | 2016-07-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2016.1173995 |
| OpenAlex | W2346406889 |
| Language | EN |
| Citations received | 6 |
| References cited | 23 |
Effective professional development (PD) follows adaptive teaching principles; it increases teacher understanding and instructional purpose, which ultimately supports and extends adaptive teaching. Through this article, we compare and contrast training models with educative models of PD (Duffy, 2004). We discuss characteristics of effective PD that enhance teachers' instructional adaptability, and explore potential barriers to the implementation of adaptive teaching, which may be addressed preemptively through PD
Adaptability · Biology · Contrast (vision · Faculty Development · Mathematics education · Pedagogy · Professional development · Teaching method · Artificial Intelligence · Computer Science · Early Childhood Education and Development · Education Systems and Policy · Psychology · Teacher Education and Leadership Studies
Personal and contextual factors related to teachers’ experience with stress and burnout
Professional learning of late-career teachers
A Systematic Review of Teachers’ Knowledge of Self-Regulated Learning and its Assessment
Continuity, change and challenge
Pandemic shift
Changes in the curriculum adaptation skills of teachers as a result of professional development support
How we think.
Chapter 3
Effects of Professional Development on Teachers’ Instruction
What Works in Professional Development?
Those Who Understand
The Ciera School Change Framework
Reading Teacher Education in the Next Millennium
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
Staff Development and the Process of Teacher Change
What Makes Professional Development Effective? Results From a National Sample of Teachers
The Changing Roles of Teachers in an Era of High-Stakes Accountability
Cognition and Improvisation
Improving Impact Studies of Teachers' Professional Development
Rethinking Transfer
Agency and learning in the lifecourse
Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences
Distinguishing Models of Professional Development
Situated Learning
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,75 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |