Supporting Teacher Learning during the Professional Development Experience: The Case of National Board Certification
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| Title: | Supporting Teacher Learning during the Professional Development Experience: The Case of National Board Certification |
|---|---|
| Language: | English |
| Authors: | Handler, Laura K. (ORCID |
| Source: | Current Issues in Education. 2021 22(3). |
| Availability: | Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: https://cie.asu.edu/ojs/index.php/cieatasu |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Teacher Certification, Faculty Development, Elementary School Teachers, Secondary School Teachers, Public School Teachers, Teacher Collaboration, Peer Relationship, School Districts, Local Government, Teacher Associations, Teacher Employment Benefits, Mentors, Educational Policy, Teacher Improvement, Educational Resources, Teacher Qualifications, Educational Needs |
| Geographic Terms: | North Carolina |
| DOI: | 10.14507/cie.vol22iss3.1976 |
| ISSN: | 1099-839X |
| Abstract: | Amidst increasing globalized pressures to raise student achievement, nations are heavily investing in various forms of teacher professional development. In the United States, teachers are increasingly electing to pursue National Board Certification, yet few studies have analyzed the experience within the greater complex system of teaching and learning. Viewed from this approach, findings from this study suggest that numerous dynamic forces--relationships, partnerships, structures, and policies--interact in various patterns that can potentially support effective teacher professional development. Implications suggest a need for broader conceptualization, greater cohesion, and more strategic integration of teacher learning in education policy. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1378221 |
| Database: | ERIC |
| Abstract: | Amidst increasing globalized pressures to raise student achievement, nations are heavily investing in various forms of teacher professional development. In the United States, teachers are increasingly electing to pursue National Board Certification, yet few studies have analyzed the experience within the greater complex system of teaching and learning. Viewed from this approach, findings from this study suggest that numerous dynamic forces--relationships, partnerships, structures, and policies--interact in various patterns that can potentially support effective teacher professional development. Implications suggest a need for broader conceptualization, greater cohesion, and more strategic integration of teacher learning in education policy. |
|---|---|
| ISSN: | 1099-839X |
| DOI: | 10.14507/cie.vol22iss3.1976 |
