Cultivating Dynamic Educators : Case Studies in Teacher Behavior Change in Africa and Asia

Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia responds to growing recognition by international education professionals, policy makers, and funding partners of the need for qualified teachers and interest in the subject of teacher professional development (...

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Detalles Bibliográficos
Autor principal: Sarah Pouezevara
Formato: Libro
Publicado: RTI Press 2018
Materias:
Acceso en línea:Ver este registro en EBSCOhost
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        au: Sarah Pouezevara
      su:
        Teachers--Africa--Attitudes
        Teachers--Asia--Attitudes
        Teacher effectiveness--Asia
        Educational change--Africa
        Teacher effectiveness--Africa
        Teachers--Training of--Africa
        Educational change--Asia
        Teachers--Training of--Asia
        Educators
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          EDUCATION / Professional Development
          Teachers--Africa--Attitudes
          Teachers--Asia--Attitudes
          Teacher effectiveness--Asia
          Educational change--Africa
          Teacher effectiveness--Africa
          Teachers--Training of--Africa
          Educational change--Asia
          Teachers--Training of--Asia
          Educators
      ab: Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia responds to growing recognition by international education professionals, policy makers, and funding partners of the need for qualified teachers and interest in the subject of teacher professional development (also referred to as “teacher behavior change”). The book responds to important questions that are fundamental to improving teaching quality by influencing teaching practice. These questions include: How do we provide high-quality training at scale? How do we ensure that training transfers to change in practice? What methods are most cost-effective? How do we know what works? The book includes case studies describing different approaches to teacher behavior change and illustrates how specific implementation choices were made for each context. Individual chapters document lessons learned as well as methodologies used for discerning lessons. The key conclusion is that no single effort is enough on its own; teacher behavior change requires a system-wide view and concerted, coordinated inputs from a range of stakeholders.
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