Teachers' professional development : assessment, training, and learning /

Teachers' professional development : assessment, training, and learning /

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Bibliographic Details
Imprint:	Rotterdam : SensePublishers, 2014.
Description:	1 online resource (viii, 177 pages) : illustrations.
Language:	English
Series:	The Future of Education Research ; volume 03 Future of education research ; v. 03.
Subject:	Teachers -- Training of. Teacher effectiveness. Teacher effectiveness. Teachers -- Training of.
Format:	E-Resource Book
URL for this record:	http://pi.lib.uchicago.edu/1001/cat/bib/11084589

Hidden Bibliographic Details
Other authors / contributors:	Krolak-Schwerdt, Sabine, 1958- editor. Glock, Sabine, editor. Böhmer, Matthias, editor.
ISBN:	9789462095366 9462095361 9789462095342 9789462095359
Notes:	Includes index. Online resource; title from PDF title page (SpringerLink, viewed April 18, 2014).
Summary:	A central aspect of teachers' professional knowledge and competence is the ability to assess students' achievements adequately. Giving grades and marks is one prototypical task in this context. Besides giving grades, assessments for school placements or tracking decisions belong to these tasks. Relevant students' characteristics which influence teachers' assessments do not only involve academic achievement but also students' responses to different task demands as well as non-academic characteristics such as learning motivation or school anxiety. Closely associated with the investigation of teachers' assessment competences and, more specifically, the investigation of conditions associated with high quality of assessments is the development and evaluation of teacher training programs to improve professional competences. In recent years, there has been considerable progress in the domain of professional teacher training; however, only a very limited number of studies are dedicated to the question to what extend training programs might offer valuable approaches to improve the quality of assessments and to implement high assessment competences. Another important field which is closely related to teachers' competences concerns the question how teachers' professional development is linked to students' learning and learning outcomes. In recent years, the societal demand for evidence that teachers' professional development will result in improved student learning outcomes is increasing. This volume brings together questions on assessment, training, and learning in the professional development of teachers which have not been fully discussed yet. The identification of these research gaps was the reason for dedicating a series of lectures given at the University of Luxembourg 2012 to the topic of professionalization of teachers in these domains. Therefore, this book contains contributions from outstanding international scholars in different academic disciplines to present ideas about open research questions concerning the domains of assessment, training, and learning in the professional development of teachers.
Other form:	Print version: Krolak-Schwerdt, Sabine. Teacher's Professional Development : Assessment, Training, and Learning. Dordrecht : Springer, ©2014
Standard no.:	10.1007/978-94-6209-536-6

Description
Summary:	A central aspect of teachers' professional knowledge and competence is the ability to assess students' achievements adequately. Giving grades and marks is one prototypical task in this context. Besides giving grades, assessments for school placements or tracking decisions belong to these tasks. Relevant students' characteristics which influence teachers' assessments do not only involve academic achievement but also students' responses to different task demands as well as non-academic characteristics such as learning motivation or school anxiety.<br> <br> Closely associated with the investigation of teachers' assessment competences and, more specifically, the investigation of conditions associated with high quality of assessments is the development and evaluation of teacher training programs to improve professional competences. In recent years, there has been considerable progress in the domain of professional teacher training; however, only a very limited number of studies are dedicated to the question to what extend training programs might offer valuable approaches to improve the quality of assessments and to implement high assessment competences.<br> <br> Another important field which is closely related to teachers' competences concerns the question how teachers' professional development is linked to students' learning and learning outcomes. In recent years, the societal demand for evidence that teachers' professional development will result in improved student learning outcomes is increasing.<br> <br> This volume brings together questions on assessment, training, and learning in the professional development of teachers which have not been fully discussed yet. The identification of these research gaps was the reason for dedicating a series of lectures given at the University of Luxembourg 2012 to the topic of professionalization of teachers in these domains. Therefore, this book contains contributions from outstanding international scholars in different academic disciplines to present ideas about open research questions concerning the domains of assessment, training, and learning in the professional development of teachers.
Item Description:	Includes index.
Physical Description:	1 online resource (viii, 177 pages) : illustrations.
ISBN:	9789462095366 9462095361 9789462095342 9789462095359