Teacher Professional Development
- Institution: University of Pardubice, Czech Republic
- Year of publication: 2005
- Source: Show
- Pages: 171-185
- DOI Address: https://doi.org/10.15804/tner.05.7.3.12
- PDF: tner/200503/tner712.pdf
The text aims to provide a review of recent educational research conducted in the field of teacher professional development in order to contribute to the ongoing discussion concerning both initial and further education of teachers.
REFERENCES:
- Anderson, L. W. (ed.), (1995): International Encyclopedia of Teaching and Teacher Education. Oxford: Elsevier Science Ltd, 2nd edition.
- Bailey, M. K. et al., (1996): The language learner’s autobiography: examining the apprenticeship of observation. In: Freeman, D.; Richards, J. C. (eds.) Teacher Learning in Language Teaching. Cambridge: Cambridge University Press, pp. 11–29.
- Ball, S. J., Goodson, I. F. (eds.), (1985): Teachers’ Lives and Careers. London: The Falmer Press.
- Berliner, D. C. (1995): Teacher Expertise. In: Anderson, L. W. (ed.) International Encyclopedia of Teaching and Teacher Education. Oxford: Elsevier Science Ltd, 2nd edition, pp. 46–52.
- Bertrand, Y., (1998): Soudobé teorie vzdělávání. Praha: Portál.
- Biddle, B. J., (1995): Teachers’ Roles. In: ANDERSON, L. W. (ed.) International Encyclopedia of Teaching and Teacher Education. Oxford: Elsevier Science Ltd, 2nd edition.
- Brown, M.; Ralph, S., (1994): Managing Stress in Schools. Plymouth: Northcote House.
- Busher, H.; Clarke, S.; Taggart, L.; (1988): Beginning Teachers’ Learning. In: Calderhead, J. (ed.) Teachers’ Professional Learning. London: The Falmer Press, pp. 84–96.
- Calderhead, J. (ed.), (1987): Exploring Teachers’ Thinking. London: Cassell, 1987.
- Calderhead, J., (1987): Introduction: Teaching as a ‘Professional’ Thinking Activity. In: Calderhead, J. (ed.): Exploring Teachers’ Thinking. London: Cassell, 1987, pp. 1–20.
- Calderhead, J., (1988): (ed.) Teachers’ Professional Learning. London: The Falmer Press.
- Calderhead, J., (1988): The Development of Knowledge Structures in Learning to Teach. In:
- Calderhead, J. (ed.) Teachers’ Professional Learning. London: The Falmer Press, pp. 51–64.
- Calderhead, J.; Gates, P. (eds.), (1993): Conceptualizing Reflection in Teacher Development. London: The Falmer Press, pp. 23–38.
- Calgren, I.; Handal, G.; Vaage, S. (eds.), (1994): Teachers’ Minds and Actions. London: The Falmer Press, 1994, pp. 215–231.
- Clark, Ch. M.; Peterson, P. L., (1986): Teacher Thought Processes. In: Wittrock, M. C. (ed.) Handbook of Research on Teaching. New York: MacMillan Publishing Company, 3rd Edition pp. 255–296.
- Cole, M.; Walker, S. (eds.), (1989): Teaching and Stress. London: Open University Press/Philadelphia: Milton Keynes.
- Cole, M., (1985): ‘The Tender Trap?’ Commitment and Consciousness in Entrants to Teaching. In: Ball, S. J.; Goodson, I. F. (eds.) Teachers’ Lives and Careers. London: The Falmer Press, pp. 89–103.
- Day, Ch.; Hadfield, M., (1996): Metaphors for Movement: Accounts of Professional Development. In: Kompf, M.; Bond, W. R.; Dworet, D.; Boak, R. T. (eds.) Changing Research and Practice. Teachers’ Professionalism, Identities and Knowledge. London: The Falmer Press, pp. 149–166.
- Day, Ch., (2002): “The Challenge to be the Best: reckless curiosity and mischievous motivation (1).” Teachers and Teaching: theory and practice, August/November, vol. 8, Numbers 3/4, pp. 421–434.
- Eraut, M., (1994): Developing Professional Knowledge and Competence. London: The Falmer Press.
- Feiman-Nemser, S.; Floden, R. E., (1986): The Cultures of Teaching. In: Wittrock, M. C. (ed.) Handbook of Research on Teaching. New York: MacMillan, 3rd Edition, pp. 505–526.
- Freeman, D.; Richards, J. C. (eds.), (1996): Teacher Learning in Language Teaching. Cambridge: Cambridge University Press, 1996, pp. 11–29.
- Freeman, D., (1996): Renaming experience/reconstructing practice: Developing new understanding of teaching. In: Freeman, D.; Richards, J. C. (eds.) Teacher Learning in Language Teaching. Cambridge: Cambridge University Press, 1996, pp. 221–241.
- Furlong, J.; Maynard, T., (1995): Mentoring student teachers. The growth of professional knowledge. London/New York: Routledge.
- Glatthorn, A., (1995): Teacher Development. In: Anderson, L. W. (ed.) International Encyclopedia of Teaching and Teacher Education. Oxford: Elsevier Science Ltd, 2nd edition, pp. 41–46.
- Goodson, I.; Numan, U., (2002): “Teachers’ Life Worlds, Agency and Policy Contexts.” Teachers and Teaching, August/November, vol. 8, Numbers 3/4, pp. 269–277.
- Grossman, P. L. (1995): Teachers’ Knowledge. In: Anderson, L. W. (ed.) International Encyclopedia of Teaching and Teacher Education. Oxford: Elsevier Science Ltd, 2nd edition, 1995, pp. 20–24.
- Hargreaves, A., (1999): “Schooling in the new millennium: educational research for the mostmodern age.” Discourse: Studies in the Cultural Politics of Education, 20(3), pp. 333–355.
- Hargreaves, A., (1995): Realities of Teaching. In: ANDERSON, L.W. (ed.) International Encyclopedia of Teaching and Teacher Education. Oxford: Elsevier Science Ltd, 2nd edition, pp. 80–87.
- Havlík, R., (1995): “Motivace k učitelskému povolání.” Pedagogika, roč. XLV, č. 2, pp. 154–163.
- Havlík, R.; Koťa, J.; Spilková, V. aj., (1998): Učitelské povolání z pohledu sociálních věd. Praha: Pedagogická fakulta UK.
- Huberman, M., (1993): The Lives of Teachers. (1st published in Switzerland 1989 in French) English translation, London: Cassell, New York: Teachers’ College Press.
- Huberman, M., (1989): The Professional Life Cycle of Teachers. Teachers College Record, Fall 1989b, vol. 91, no 1.
- Humphreys, T. (1995): A different kind of teacher. New York: Cassell 1993, London: Cassell.
- Kalhous, Z.; Obst, O., a kol., (2002): Školní didaktika. Praha: Portál, 2002.
- Kompf, M.; Bond, W. R.; Dworet, D.; Boak, R. T. (eds.), (1996): Changing Research and Practice. Teachers’ Professionalism, Identities and Knowledge. London: The Falmer Press, 1996, pp. 149–166..
- Křivohlavý, J., (1994): Jak zvládnout stres. Praha: Grada.
- Křivohlavý, J. (1998): Jak neztratit nadšení. Praha: Grada.
- Kubíčková, N., (2002): Syndrom vyhoření u učitelů. In: Švec, V. (ed.), Profesní růst učitele. Sborník příspěvků z 10. konference ČPdS. Brno: Konvoj, pp. 220–224.
- Kwo, O., (1994): Learning to Teach: Some Theoretical Propositions. In: Calgren, I.; Handal, G.; Vaage, S. (eds.), Teachers’ Minds and Actions. London: The Falmer Press, pp. 215–231.
- Laboskey, V. K. (1993): A Conceptual Framework for Reflection in Preservice Teacher Education. In: Calderhead, J.; Gates, P. (eds.), Conceptualizing Reflection in Teacher Development. London: The Falmer Press, pp. 23–38.
- Lašek, J., (2003): Kapitoly ze sociální psychologie. Hradec Králové: Gaudeamus, 2003.
- Lortie, D. (1975): Schoolteacher: A Sociological Study. Chicago: University of Chicago Press.
- Malderez, A.; Bodóczky, C., (1999): Mentor Courses. Cambridge: Cambridge University Press.
- Mareš, J. a kol., (1991): “Učitelé a jejich problémy.” Pedagogika, 1991, roč. XLI, č. 3, pp. 257–268.
- Mareš, J.; Slavík, J.; Svatoš, T.; Švec, V., (1996): Učitelovo pojetí výuky. Brno: Centrum pro další vzdělávání učitelů MU, 1996, s. 9–27.
- Mareš, J., (1996): Pedagogické myšlení učitelů – teoretické úvahy. In: Mareš, J.; Slavík, J.; Svatoš, T.; Švec, V., Učitelovo pojetí výuky. Brno: Centrum pro další vzdělávání učitelů MU.
- McIntyre, D. (1988): Designing a Teachers Education Curriculum From Research and Theory on Teacher Knowledge. In: Calderhead, J. (ed.) Teachers’ Professional Learning. London: The Falmer Press, 1988, s. 97–114.
- Measor, L., (1985): Critical Incidents In The Classroom: Identities, Choices and Careers. In: Ball, S. J.; Goodson, I. F. (eds.), Teachers’ Lives and Careers. London: The Falmer Press.
- Míček, L.; Zeman, V., (1997): Učitel a stres. Opava: Vade Mecum, 1997.
- Morine-dershimer, G.; Leighfield, K., (1995): Student Teaching and Field Experiences, In: Anderson, L. W. (ed.) International Encyclopedia of Teaching and Teacher Education. Oxford: Elsevier Science Ltd, 2nd edition, 1995, pp. 588–598.
- Oja, S. N., (1995): Adult Development and Teacher Education. In: Anderson, L. W. (ed.) International Encyclopedia of Teaching and Teacher Education. Oxford: Elsevier Science Ltd, 2nd edition.
- Píšová, M., (1999): Novice Teacher. Sci. Pap. University of Pardubice, Series C, Supplement 1, 1999.
- Píšová, M., (2005): Klinický rok. Procesy profesního rozvoje studentů učitelství a jejich podpora. Pardubice: Univerzita Pardubice, Fakulta humanitních studií.
- Podlahová, (2004): L. První kroky učitele. Praha: Triton.
- Průcha, J., (1997): Moderní pedagogika. Praha: Portál.
- Průcha, J., (2002): Učitel. Praha: Portál.
- Randall, M.; Thornton, B., (2001): Advising and Supporting Teachers. Cambridge: Cambridge University Press.
- Reynolds, A., (1992): “What Is Competent Beginning Teaching? A Review of the Literature.” Review of Educational Research, Spring, vol.62, no.1, pp. 1–35.
- Reynolds, A., (1995): “The Knowledge Base for Beginning Teachers: Education Professionals’ Expectations versus Research Findings on Learning to Teach.” The Elementary School Journal, vol. 95, no. 3, pp. 199–221.
- Richards, J. C., (1998): Beyond Training. Cambridge: Cambridge University Press.
- Russell, T., (1988): From Pre-service Teacher Education to First Year of Teaching: A Study of Theory and Practice. In: Calderhead, J. (ed.) Teachers’ Professional Learning. London: The Falmer Press.
- Schwab, R. L., (1995): Teacher Stress and Burnout. In: Anderson, L. W. (ed.) International Encyclopedia of Teaching and Teacher Education. Oxford: Elsevier Science Ltd, 2nd edition, pp. 52–57.
- Sikes, P. J.; Measor, L.; Woods, P., (1985): Teachers’ Careers: crises and continuities. London/Philadelphia: The Falmer Press.
- Sikes, P. J. (1985): The Life Cycle of the Teacher. In: Ball, S. J.; Goodson, I. F. (eds.) Teachers’ Lives and Careers. London: The Falmer Press, pp. 27–60.
- Solfronk, J. a kol., (2000): Učitelství jako profese. Liberec: Pedagogická fakulta TU.
- Šimoník, O., (1995): Začínající učitel. Brno: Masarykova univerzita.
- Švec, V., (1995): “Význam diagnostiky učitelova pojetí výuky v jeho pregraduální přípravě.” Pedagogika, roč. XLV, č. 2, pp. 164–170.
- Švec, V., (ed.), (2002): Profesní růst učitele. Sborník příspěvků z 10. konference ČPdS. Brno: Konvoj, pp. 220–224.
- Tickle, L., (1994): The Induction of New Teachers. New York: Cassell.
- Tolley, H.; Biddulph, M.; Fisher, T., (1996): The Professional Development Management File. Cambridge: Chris Kingston Publishing.
- Urbánek, P., (2001): Postoje budoucích učitelů k vlastní profesi. In Nové možnosti vzdělávání a pedagogický výzkum. Ostrava: ČAPV a Pedagogická fakulta OU, pp. 130–134.
- Wittrock, M. C. (ed.), (1986): Handbook of Research on Teaching. New York: MacMillan Publishing Company, 3rd Edition, 1986, pp. 255–296.
- Zeichner, K. M., (1981/1982): “Reflective Teaching and Field-Based Experience in Teacher Education.” Interchange, vol. 12, no. 4.
novice teachers – experts in the profession stage models of professional development learning to teach – development of professional competence teachers’ careers teacher professional development