1,357
Views
6
CrossRef citations to date
0
Altmetric
Articles

Principals’ views on teachers’ professional development

, &
Pages 228-242 | Received 27 Oct 2012, Accepted 07 May 2013, Published online: 20 Jun 2013

References

  • Awaya, A., et al., 2003. Mentoring as a journey. Teaching and teacher education, 19 (1), 45–56.
  • Bahou, L., 2012. Cultivating student agency and teachers as learners in one Lebanese school. Educational action research, 20 (2), 233–250.
  • Bezzina, C. and Camilleri, A., 2001. The professional development of teachers in Malta. European journal of teacher education, 24 (2), 157–170.
  • Biancarosa, G., Bryk, A. and Dexter, E., 2010. Assessing the value-added effects of literacy collaborative professional development on student learning. The elementary school journal, 111 (1), 7–34.
  • Blandford, S., 2000. Organizing professional development in schools. London: Routledge.
  • Bolam, R. and McMahon, A., 1995. Mentoring for new headteachers: recent British experience. Journal of educational administration, 33 (5), 29–44.
  • Bubb, S., 2005. After “Lunchbox” training – gourmet professional development. Education review, 18 (2), 82–88.
  • Bush, T., et al., 1996. Mentoring and continuing professional development. In: D. McIntyre and H. Haggar, eds. Mentors in school: developing the profession of teaching. London: David Fulton.
  • Butler, E., 2001. The power of discourse work-related learning in the ‘learning age’. In: R.M. Cervero and A.L. Wilson, eds. Power in practice: adult education and the struggle of knowledge and power in society. San Francisco, CA: Jossey-Bass, 60–82.
  • Carr, M.L., 2011. The invisible teacher: a self mentoring sustainability model. Wilmington, NC: University of North Carolina Wilmington, Center for Teaching Excellence.
  • Clarke, D.J. and Hollingsworth, H., 2002. Elaborating a model of teacher professional growth. Teaching and teacher education, 18 (8), 947–967.
  • Cochran-Smith, M., 2003. Learning and unlearning the education of teacher educators. Teaching and teacher education, 43 (2), 14–115.
  • Cohen, L., Manion, L. and Morrison, K., 2007. Research methods in education. 6th ed. London: Routledge.
  • Craft, A., 2000. Continuing professional development. 2nd ed. London: RoutledgeFalmer.
  • Crowther, S., 1998. Secrets of staff development support. Educational leadership, 55 (5), 75–77.
  • Darling-Hammond, L. and McLaughlin, M.W., 1995. Policies that support professional development in an era of reform. Phi delta kappan, 76 (8), 597–614.
  • Earley, P., 1997. External inspections, ‘failing schools’ and the role of governing bodies. School leadership & management, 17 (3), 387–400.
  • Elliot, C., 2007. Action research: authentic learning transforms student and teacher success. Journal of authentic learning, 4 (1), 34–42.
  • Fullan, L., 2001. The new meaning of educational change. 3rd ed. New York: Teachers College, Columbia University.
  • Gagliardi, R., 1995. An integrated model for teacher training in a multicultural context. In: R. Galgiardi, ed. Teacher training and multiculturalism. Paris: International Bureau of Education, UNESCO, 1–13.
  • Gordon, S., 2006. Dialogic reflective inquiry: integrative function of instructional supervision. Catalyst for change, 35 (2), 4–11.
  • Guskey, T., 2002. Analysing lists of the characteristics of effective professional development to promote visionary leadership. NASSP bulletin, 87 (637), 4–20.
  • Hargreaves, D., 1999. The knowledge-creating school. British journal of educational studies, 47 (2), 122–144.
  • Hargreaves, A., 2001. Teaching as a paradoxical profession: implications for professional development. In: P. Xochellis and Z. Papanaoum, eds. Symposium proceedings on continuing teacher education and school development. Thessalanaki: Department of Education, School of Philosophy, 26–38.
  • Holmes, D., and Johns-Shepherd, L., 2006. What are we learning about? … Evaluating the work of networks [online]. Available from http://networkedlearning.ncsl.org.uk/collections/what-are-we-learning-about/issue-02-Establishing-a-network-of-schools/nlg-wawla-02-09-evaluating-the-work-of-networks.pdf.
  • Hopkins, D. and Reynolds, D., 2001. The past, present and future of school improvement: towards the third age. British educational research journal, 27 (4), 459–475.
  • James, N. and Busher, H., 2009. Online interviewing. Los Angeles, CA: Sage.
  • Jammal, B., 2012. Academic social networking: bridging the gaps between teachers and students of the 21st century. Unpublished MA thesis. Lebanese American University, Beirut, Lebanon.
  • Kose, B. and Lim, E., 2010. Transformative professional development: relationship to teachers’ beliefs, expertise and teaching. International journal of leadership in education, 13 (4), 393–419.
  • Kutsyuruba, B., 2009. Getting off on the right foot: guiding beginning teachers with supervision and professional development. International journal of learning, 16 (2), 257–277.
  • Little, J.W., 1993. Teachers’ professional development in a climate of educational reform. Educational evaluation and policy analysis, 15 (2), 129–151.
  • Marable, M. and Raimondi, S., 2007. Teachers’ perceptions of what was most (and least) supportive during their first year of teaching. Mentoring and tutoring: partnership in learning, 15 (1), 25–37.
  • Marshall, J., Smart, J.C. and Horton, R., 2011. Tracking perceived and observed growth of inquiry practice: a formative plan to improve professional development experiences. Science educator, 20 (1), 12–21.
  • Mathews, P., 2003. Academic mentoring: enhancing the use of scarce resources. Educational management administration and leadership, 31 (3), 313–334.
  • Miles, M.B. and Haberman, A.M., 1994. Qualitative data analysis: an expanded sourcebook. 2nd ed. Thousand Oaks, CA: Sage.
  • Nabhani, M. and Bahous, R., 2010. Lebanese teachers’ views on ‘continuing professional development’. Teacher development, 14 (2), 207–224.
  • Nabhani, M., Bahous, R. and Hamdan, Z., 2012. School based professional development in one Lebanese school: how much is too much? Professional development in education, 38 (3), 435–451.
  • Nicolas, M. O., 2006. An exploration of an in-service programme as a means of the professional development of teachers – a case study. Unpublished doctoral thesis. University of Leicester, Leicester, UK.
  • Orr, M., 2011. Learning to teach English as a foreign language in Lebanon. Near and middle eastern journal of research in education, 2, 1–14.
  • Papastamatis, A., et al., 2009. Facilitating teachers and educators’ effective professional development. Review of European studies, 1 (2), 83–90.
  • Sabra, H., 2011. Instructional supervision: a case study of an exemplary model and how teachers and supervisors perceive it. Unpublished MA thesis. Lebanese American University, Beirut, Lebanon.
  • Sandholtz, J.H., 2002. Inservice training or professional development: contrasting opportunities in a school/university partnership. Teaching and teacher education, 18 (7), 815–830.
  • Showers, B. and Joyce, B., 1996. The evolution of peer coaching. Educational leadership, 53 (6), 2–16.
  • Stoll, L., 1999. Realising our potential: understanding and developing capacity for lasting improvement. School effectiveness and school improvement, 10 (4), 503–532.
  • Tallerico, M., 2005. Supporting and sustaining teachers’ professional development: a principal’s guide. Thousand Oaks, CA: Corwin Press.
  • Trautwein, B. and Ammrman, S., 2010. From pedagogy to practice: mentoring and reciprocal peer coaching for preservice teachers. The volta review, 110 (2), 191–206.
  • Tusting, K. and Barton, D., 2006. Models of adult learning: a literature review. Cardiff: National Institute of Adult Continuing Education.
  • Zwart, R.C., et al., 2007. Experienced teacher learning within the context of reciprocal peer coaching. Teachers and teaching, 13 (2), 165–187.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.