Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Source
| European Journal of Teacher… | 6 |
Author
| Fox, Rebecca K. | 2 |
| White, C. Stephen | 2 |
| Cautreels, Paul | 1 |
| Isenberg, Joan P. | 1 |
| Jones, Phyllis | 1 |
| Muccio, Leah S. | 1 |
| Riley, Michael W. | 1 |
| Spilkova, Vladimira | 1 |
| Tian, Jie | 1 |
| Zuzovsky, Ruth | 1 |
Publication Type
| Journal Articles | 6 |
| Reports - Descriptive | 3 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Elementary Secondary Education | 2 |
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkFox, Rebecca K.; Muccio, Leah S.; White, C. Stephen; Tian, Jie – European Journal of Teacher Education, 2015
Since closing the gap between different levels of professional development for teachers has been identified as a particular need in our profession, capturing the results of professional coursework can help teacher educators better understand and meet the unique needs of teachers with different levels of experience. This study examined the effects…
Descriptors: Faculty Development, Beginning Teachers, Experienced Teachers, Portfolio Assessment
Jones, Phyllis; Riley, Michael W. – European Journal of Teacher Education, 2017
This article explores the perspectives of seven teachers in England who teach pupils with severe profound and multiple learning difficulties about their learning to teach this group of students. Teachers' views were captured through a combination of synchronous and asynchronous online communications. Four themes emerged from teachers' perspectives…
Descriptors: Teaching Experience, Special Education Teachers, Severe Disabilities, Learning Problems
White, C. Stephen; Fox, Rebecca K.; Isenberg, Joan P. – European Journal of Teacher Education, 2011
This study examined how multiple measures can be used to study experienced teachers' learning. The study was conducted in an advanced Master's degree programme, aligned with the National Board for Professional Teaching Standards in the United States. The programmatic features and key learning experiences found in the programme are described and…
Descriptors: National Standards, Faculty Development, Masters Degrees, Investigations
Peer reviewedZuzovsky, Ruth – European Journal of Teacher Education, 2001
Examines three models of teacher professional development in Israel. One model emphasizes higher academic studies, one is a school-based organizational model that ties faculty development to school reforms, and one emphasizes a teacher-led personal route to professionalism in teachers' own classrooms. The paper examines means of support available…
Descriptors: Educational Change, Elementary Secondary Education, Faculty Development, Foreign Countries
Peer reviewedCautreels, Paul – European Journal of Teacher Education, 2003
The guidance of a reflective teacher educator is necessary for student teachers to become reflective practitioners. This article shows how teacher educators can benefit from the work of scenario writing to become more reflective practitioners themselves. It tells the story of the experiences some teacher educators involved in such an effort over 2…
Descriptors: Elementary Secondary Education, Faculty Development, Foreign Countries, Higher Education
Peer reviewedSpilkova, Vladimira – European Journal of Teacher Education, 2001
Discusses new challenges for preservice and inservice teacher education connected with changing conceptions of the teaching profession in the Czech Republic, noting innovative approaches and strategies (e.g., constructivist approaches, reflective practice, and university-school cooperation) and examining training strategies to help students…
Descriptors: Action Research, Constructivism (Learning), Elementary Secondary Education, Faculty Development
