Session Information
01 SES 08, Issues in European Teacher Development: Linking Theory and Practice
Symposium
Contribution
Method
Expected Outcomes
References
Day, C. (1999) Developing Teachers: the challenges of lifelong learning, London, Falmer Press Eraut, M. (2004) ‘Informal Learning in the Workplace’, Studies in Continuing Education, 26 (2), pp. 247-273 Evans, L. (2002) ‘What is Teacher Development?’, Oxford Review of Education, 28 (1) 123-137 Fraser, C. et al. (2007) ‘Teachers’ Continuing Professional Development: contested concepts, understandings and models’, Journal of In-service Education, 33 (2), pp. 153-169 Harris, A. (2001) ‘Department Improvement and School Improvement: a missing link’, British Educational Research Journal, 27 (4), pp. 477-486 Hoekstra, A. et al (2007) ‘Experienced Teachers’ Informal Learning from Classroom Teaching’, Teachers and Teaching: theory and practice, 13 (2), pp. 189-206 Lave, J. and Wenger, E. (1991) Situated Learning: legitimate peripheral participation, Cambridge, Cambridge University Press Leithwood, K. A. (1992) ‘The principal's role in teacher development’, in M. Fullan and A. Hargreaves (eds.) Teacher Development and Educational Change, London, Falmer Press Pedder, D., James, M. and MacBeath, J. (2005) ‘How Teachers Value and practice Professional learning’, Research Papers in Education, 20 (3), pp. 209-243 Salmon G. (2003) E-Moderating: The Key to Teaching and Learning Online, London, Routledge Sambrook, S. (2002) ‘Factors Influencing Learning in Work: a comparison of two research projects (European- and United Kingdom-based)’, European Educational Research Journal, 1 (3), pp. 522-537 Simons, P. R. J. and Ruijters, M. C. P. (2004) ‘Learning Professionals: towards an integrated model’, in H. P. A. Boshuizen, R. Bromme and H. Gruber (eds.) Professional Learning: gaps and transitions on the way from novice to expert, Dordrecht, Kluwer Academic Publishers, pp. 207-230 Talbert, J. E. and McLaughlin, M. W. (1996) Teacher Professionalism in Local School Contexts’, in I. Goodson and A. Hargreaves (eds.) Teachers’ Professional Lives, London, Falmer, pp.127-153 Wenger, E. (1998) Communities of Practice: learning, meaning and identity, Cambridge, Cambridge University Press
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