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This book provides new research advances and future directions of professional development. Chapter One discusses science teachers'professional growth and the Communication in Science Inquiry Project (CISIP). Chapter Two explores strategies for learning including but not limited to: 5E Model, Constructivism, Experiential Learning Cycle, Incidental Learning, Scientific Method, Situated Learning, and Transfer Learning Cycle. Chapter Three looks into the reflective practices of Cypriot newly qualified primary school teachers in order to examine the impact of these practices on their professional development. Chapter Four analyses various forms of professional development opportunities that promote transformative learning and how these have an impact on the notion of professionalism in teaching. Chapter Five synthesizes the results from various reviews on teacher training and professional development to provide a description of the main factors influencing the effectiveness of such programs. Chapter Six reviews experiences of co-teaching in student teachers'supervised teaching practices. Chapter Seven reviews research from over 10 years of design, implementation, and studies of a technology-focused teacher professional development (TTPD) model, focused on helping teachers integrate technology tools into their teaching. Chapter Eight outlines the teachers'centre model of professional development and considers its contribution to an emerging international phenomenon. Chapter Nine reports a case study in Hong Kong of how to design the curriculum of a professional development course in order to allow the in-service teachers to have hands-on experience both in individualized education planning (IEP) and intervention skills on students with Autism. Chapter Ten emphasises the importance of the development of qualities in professional development. The last chapter considers the dominant political, economic and social context of contemporary mental health services in western developed countries. |
