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Coherence: Policymakers, Districts and Schools' Perspectives of Teachers' Professional Development.

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Title: Coherence: Policymakers, Districts and Schools' Perspectives of Teachers' Professional Development.
Authors: Hirsch, Arnon1 (AUTHOR) Arnon.hir@gmail.com, Schechter, Chen1,2 (AUTHOR)
Source: Teacher Educator. Oct-Dec2024, Vol. 59 Issue 4, p422-440. 19p.
Subject Terms: *Career development, *Teacher training, *Teacher-principal relationships, *Teachers, *Teacher development, Real estate managers
Abstract: Coherence is highly important in teacher education and professional development programs—the extent of shared vision between position holders contributes to the program's success. Nevertheless, the research on shared vision and coherence has primarily focused on teacher training programs. Hence, in this study, we conducted 29 interviews with teachers, principals, and district and national superintendents of professional development to explore various perspectives among position holders in the education system. Teachers and principals stress the atmosphere in schools and the wholistic experience of a teacher within school, whereas the national and district superintendents focus on building personalized courses for each teacher. There are agreements regarding the significance of teacher motivation, peer learning and study of practice. This study explores the notion of coherence in professional development through a holistic perspective, providing practical implications for improving the way education systems promote teachers' professional development. [ABSTRACT FROM AUTHOR]
Copyright of Teacher Educator is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Coherence: Policymakers, Districts and Schools' Perspectives of Teachers' Professional Development.
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  Data: <searchLink fieldCode="AR" term="%22Hirsch%2C+Arnon%22">Hirsch, Arnon</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Arnon.hir@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Schechter%2C+Chen%22">Schechter, Chen</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Teacher+Educator%22">Teacher Educator</searchLink>. Oct-Dec2024, Vol. 59 Issue 4, p422-440. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-principal+relationships%22">Teacher-principal relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br /><searchLink fieldCode="DE" term="%22Real+estate+managers%22">Real estate managers</searchLink>
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  Data: Coherence is highly important in teacher education and professional development programs—the extent of shared vision between position holders contributes to the program's success. Nevertheless, the research on shared vision and coherence has primarily focused on teacher training programs. Hence, in this study, we conducted 29 interviews with teachers, principals, and district and national superintendents of professional development to explore various perspectives among position holders in the education system. Teachers and principals stress the atmosphere in schools and the wholistic experience of a teacher within school, whereas the national and district superintendents focus on building personalized courses for each teacher. There are agreements regarding the significance of teacher motivation, peer learning and study of practice. This study explores the notion of coherence in professional development through a holistic perspective, providing practical implications for improving the way education systems promote teachers' professional development. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Teacher Educator is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/08878730.2024.2321571
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        Text: English
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      – SubjectFull: Career development
        Type: general
      – SubjectFull: Teacher training
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      – SubjectFull: Teacher-principal relationships
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      – SubjectFull: Teachers
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      – SubjectFull: Teacher development
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      – SubjectFull: Real estate managers
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              Text: Oct-Dec2024
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