Relevant bibliographies by topics / Teacher education/professional development

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teacher education/professional development'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Teacher education/professional development"

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S. Banumathi, S. Banumathi, and Dr Kalyani Kenneth. "Need of Continuing Professional Development in Teacher Education." Indian Journal of Applied Research 3, no. 8 (2011): 182–84. http://dx.doi.org/10.15373/2249555x/aug2013/61.

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Zulfitri, Zulfitri. "Teacher Professional Development." JADEs : Journal of Academia in English Education 1, no. 1 (2020): 1–18. http://dx.doi.org/10.32505/jades.v1i1.2680.

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Professionalism of teachers is often attributed to three factors are quite important, namely the competence of teachers, teacher certification and teacher professional allowance. The third factor is the background that was allegedly closely associated with the quality of education. Professional teachers as evidenced by its competence shall promote the establishment process and product performance which can support the quality of education. Competent teachers can be evidenced by the acquisition of teacher certification following an adequate allowance according to the size of Indonesia. Today, t
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Budiwati, Neti. "Development of Education and Training Models in Improving the Professionalism of Economic Teachers." International Journal Pedagogy of Social Studies 4, no. 1 (2019): 98–102. http://dx.doi.org/10.17509/ijposs.v4i1.21496.

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The aim to develop models of education and training that are effective in improving teacher competencies. The research method uses non-experimental explanatory and R & D method. The research sample is a high school economic teacher in the Greater Bandung area. Data collection using a questionnaire. Based on the education and training model that was once followed by economic teachers, the results of the research showed that teachers of professional education and training are very helpful in improving teacher professionalism, the form of online learning is very difficult for teachers, especi
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Avdeeva, Tat’yana I. "Professional Teacher Development in Educational Organizations." International Journal of Psychosocial Rehabilitation 24, no. 3 (2020): 3021–33. http://dx.doi.org/10.37200/ijpr/v24i3/pr2020333.

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Erskine, Sheena. "Teacher Education and Professional Development." British Journal of In-Service Education 14, no. 2 (1988): 113–16. http://dx.doi.org/10.1080/0305763880140207.

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Landon, John. "Teacher Education and Professional Development." TESL Canada Journal 5, no. 2 (1988): 56. http://dx.doi.org/10.18806/tesl.v5i2.530.

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Taylor, Mike, Anne Yates, Luanna H. Meyer, and Penny Kinsella. "Teacher professional leadership in support of teacher professional development." Teaching and Teacher Education 27, no. 1 (2011): 85–94. http://dx.doi.org/10.1016/j.tate.2010.07.005.

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Muck, Kátia, and Denise Cristina Kluge. "Language teacher professional education:." International Journal for Innovation Education and Research 9, no. 4 (2021): 304–17. http://dx.doi.org/10.31686/ijier.vol9.iss4.3059.

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This article provides a theoretical discussion regarding the implications of peer-to-peer learning in online environments for language teacher professional learning and second language academic literacy. It approaches the use of technology as means to enhance prospective teachers’ cognition and metacognition skills and to foster their language learning, as Language Teacher Education programs usually fulfil a twofold purpose: to learn the language itself and to learn how to teach it as a foreign language. In order to arrive at these implications, it presents a grounded discussion on sociocultur
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Carlson, Mary Alice, Ruth Heaton, and Molly Williams. "Translating Professional Development for Teachers Into Professional Development for Instructional Leaders." Mathematics Teacher Educator 6, no. 1 (2017): 27–39. http://dx.doi.org/10.5951/mathteaceduc.6.1.0027.

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In recent years, teacher noticing of children's mathematical thinking has emerged as an important and generative construct in mathematics education (Sherin, Jacobs, & Philipp, 2011). Less is known about ways instructional leaders notice teachers' learning. Between 2011 and 2015, we facilitated professional development (PD) in which coaches, principals, and teachers studied mathematics teaching and learning together. Our initial focus on teacher decision-making was inadequate in meeting instructional leaders' learning needs. We adapted the PD to focus instructional leaders' attention on the
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Dahl, Thomas. "Prepared to Teach for Sustainable Development? Student Teachers’ Beliefs in Their Ability to Teach for Sustainable Development." Sustainability 11, no. 7 (2019): 1993. http://dx.doi.org/10.3390/su11071993.

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The importance of embedding education for sustainable development has been emphasised over many years. At the same time, there has been a massive call for initial teacher education to provide all student teachers with the core of professional competences. What is the status of teacher education today in embedding education for sustainable development and how does it relate to the focus on professional competencies in teacher education? A total of 578 student teachers in seven different teacher education programmes in Europe were surveyed, measuring the students’ beliefs in their ability to wor
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Dissertations / Theses on the topic "Teacher education/professional development"

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Mahlaela, Kedibone I. "Teacher assessment for teacher professional development." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71703.

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Thesis (MEd)--Stellenbosch University, 2012.<br>Bibliography<br>This study is an investigation of the link between the current South African Integrated Quality Management System (IQMS) as an assessment process and teacher professional development in South Africa. A review of literature confirms that teacher assessment should and could facilitate teacher professional development. However, how teacher assessment affects teacher professional development has not been fully recognized. There is, however, little empirical research available on how teacher assessment affects teacher professional deve
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Smith, Saress Ellerbe. "The use of micro-blogging for teacher professional development support and personalized professional development." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141721.

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<p> The purpose of this qualitative study was to look at how teachers use micro-blogging, in this case Twitter (www.twitter.com), for their own personalized professional learning and how effective Twitter is as a professional development (PD) tool. In order to measure the effectiveness of the tool, the researcher first gleaned nine essential characteristics of effective PD from the literature. This list was validated by experts in the PD community. The significance of this study was to reveal how participants actually used Twitter for PD, what their perspectives on the tool were, and how effe
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Hughes, John Anthony, University of Western Sydney, of Arts Education and Social Sciences College, and School of Social Ecology and Lifelong Learning. "Teacher professional development in performing and literary arts education." THESIS_CAESS_SELL_Hughes_J.xml, 2002. http://handle.uws.edu.au:8081/1959.7/393.

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The articles in this portfolio provide an account of research, which for the purposes of this thesis is divided into two broad categories: teacher professional development, and the support of teacher education in literary and performing arts pedagogy. Within this context three issues are addressed. The study can be categorised under research into teacher professional education.Action research and reflective practitioner research methodology were adopted, as this schema is recognised as being highly appropriate to preservice and inservice development of teachers, and to the improvement of teach
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Schluntz, Michele. "Developing Collective Teacher Efficacy through Job-embedded Professional Development in Elementary Teachers." Thesis, Northern Illinois University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829679.

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<p>ABSTRACT DEVELOPING COLLECTIVE TEACHER EFFICACY THROUGH JOB-EMBEDDED PROFESSIONAL DEVELOPMENT IN ELEMENTARY TEACHERS Michele Schluntz, Ed.D. Department of Curriculum and Instruction Northern Illinois University, 2018 Elizabeth Wilkins, Director The purpose of this mixed-method study was to explore the outcomes of a Job-Embedded Professional Development (JEPD) approach on Collective Teacher Efficacy (CTE). Teachers volunteered to participate in one of three literacy teams designed for the study. At the opening of the study, teachers completed the Collective Teacher Efficacy Belief Scale (C
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Pendergraft, Elizabeth Murray. "Teacher Inquiry in a Professional Development School Environment." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/26.

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Watkins, Amy L. "Facilitating Sustainable Professional Development Programs| A Phenomenological Study of the Use of Online Professional Development." Thesis, Manhattanville College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13865370.

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<p> This study focused on the motivation of K-12 teachers to participate in district online professional development and to sustain the knowledge or skills learned. This study identified how teachers in a suburban school district, located in the Hudson Valley region of New York state, evaluated the online professional development they received and the extent to which their learning continued beyond the initial training. Through a phenomenological study, data indicated several factors motivated teachers to participate in online professional development; the primary motivator was the relevance o
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Bush, Nicole Lea. "The evolution of a professional learning community in a professional development school." Ashland University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1458523042.

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Ford, Theresa M. "Energy education professional development : assessment of teacher satisfaction /." Link to full text, 2009. http://epapers.uwsp.edu/thesis/2009/Ford.pdf.

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Thesis (M.S.)--University of Wisconsin--Stevens Point, 2009.<br>Submitted in partial fulfillment of the requirements for the degree Master of Science in Natural Resources (Environmental Education & Interpretation), College of Natural Resources. Includes bibliographical references (leaves 79-84).
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Parson, Demita Sidonia. "School Bullying and Teacher Professional Development." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1709.

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Bullying has become a serious concern in many American public middle schools in recent years. Inadequate professional development (PD) in bullying prevention and response strategies has compounded this problem. The overarching purpose of this study was to increase understanding of the growing problem of school bullying. Bronfenbrenner's socioecological theory, which states that environment and relationships influence student behavior, served as the conceptual framework for this qualitative study. Guiding research questions, grounded in socioecological theory, were used to examine middle school
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Soderquist, Geraldine Lee. "Teacher professional development in technology integration." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2402.

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The purpose of this project was to design, create, and produce a web site for teachers that instructs them on the creating, developing and sharing of Web Quests. Web Quests utilize the wealth of information on the internet to provide a means of moving the teacher away from lecturer and toward facilitator.
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Books on the topic "Teacher education/professional development"

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Teacher education and professional development. Scottish Academic Press, 1988.

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Díaz-Maggioli, Gabriel. Teacher-centered professional development. Association for Supervision and Curriculum Development, 2004.

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A. C. Rushton, Elizabeth. Science Education and Teacher Professional Development. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64107-8.

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Crandall, JoAnn (Jodi), and MaryAnn Christison, eds. Teacher Education and Professional Development in TESOL. Routledge, 2016. http://dx.doi.org/10.4324/9781315641263.

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Jones, Jeff. Training for appraisal and professional development. Cassell, 1995.

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Continuing your professional development in lifelong learning. Continuum International Pub. Group, 2009.

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Klonsky, Michael. Small schools and teacher professional development. ERIC Clearinghouse on Rural Education and Small Schools, AEL, 2002.

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Bollington, Rob. An introduction to teacher appraisal: A professional development approach. Cassell Educational, 1990.

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101 best Web sites for teacher tools and professional development. International Society for Technology in Education, 2006.

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Ward, James G. State programs for funding teacher professional development. North Central Regional Educational Laboratory, 1999.

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Book chapters on the topic "Teacher education/professional development"

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Crawford, Barbara. "Teacher Professional Development." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_255.

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Crawford, Barbara. "Teacher Professional Development." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_255-4.

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Impedovo, Maria Antonietta. "Supporting Teacher Professional Development." In SpringerBriefs in Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71367-6_2.

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A. C. Rushton, Elizabeth. "Professional Development." In Science Education and Teacher Professional Development. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64107-8_7.

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Bullock, Shawn Michael. "The Development of Teachers’ Professional Knowledge." In Inside Teacher Education. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-403-4_3.

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Poulton, Janette. "Teacher education and professional development." In Philosophical Inquiry with Children. Routledge, 2018. http://dx.doi.org/10.4324/9780429431821-16.

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Nguyen, Minh Hue. "Identity Development in Professional Experience." In English Language Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9761-5_7.

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Mohan, Parmeshwar P. "Teacher Professional Development, Multilevel Perspective." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_367-1.

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Abdou, Amira. "School-Based Teacher Professional Development." In Comparative and International Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-206-0_7.

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Kaur, Berinderjeet, Lu Pien Cheng, Lai Fong Wong, and Cynthia Seto. "Models of Teacher Professional Development." In Mathematics Education in Singapore. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3573-0_18.

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Conference papers on the topic "Teacher education/professional development"

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Hall, Leslie, Clint Fisher, Sandra Musanti, Don Halquist, Matthew Magnuson, and Darcy Simmons-Klarer. "Shared Visions: Professional Development for Teacher Education Faculty." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2496.

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This paper discusses a professional development program in the area of technology integration for teacher education faculty. The program was funded by a Preparing Tomorrow's Teachers This initiative involved one assistant professor of educational technology and five doctoral students as Tech Guides as the professional development team. Twenty-five faculty members who teach methods courses for licensure participated in the program. Each graduate student mentored five faculty members. The design of the professional development relied on the faculty members as professional educators to co-design
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Franco, Amanda R., and Rui Marques Vieira. "Promoting critical thinking in higher education in the context of teacher professional development." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9077.

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Critical thinking is profusely recognized as a key-skill for today's higher education students, who are simultaneously future employees/employers and forever local-global citizens. Yet, critical thinking must be deliberately, explicitly, and systematically promoted if it is expected to arise and expand. Such a promotion may be stimulated by teachers through the application of strategies that are oriented to critical thinking. Alas, recurrent evidence shows that teachers themselves need teacher professional development on how to do so, seeing that, as a rule, teacher education does not address
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DAUKILAS, Sigitas, and Rita KEIBIENĖ. "FRAMEWORK OF VOCATIONAL SCHOOL AND UNIVERSITY OF APPLIED SCIENCES TEACHER ACTIVITIES: MOTIVATIONAL FACTORS, PROFESSIONAL ROLES AND APPLICATION OF EDUCATIONAL TECHNOLOGIES IN CORRELATION WITH PERSONALITY TRAITS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.238.

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The relevance of this research is based on the standpoint of the epistemological methodology focusing on the quality of the profession cognition. Therefore, it is presumed that the quality of vocational education is determined by the variable personality traits of teachers (extraversion, openness towards experience and innovation, consciousness, agreeableness, neuroticism). The research object of the current study is the correlation between the personality traits of university of applied sciences teachers and vocational teachers and the curriculum components. The research aims at identifying t
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Trnova, Eva, and Josef Trna. "DEVELOPMENT OF SCIENCE TEACHER CREATIVITY AND IBSE." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.95.

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Teacher creativity is essential for development of students’ creativity. Creation of methods for development of teacher creativity, as a part of teacher education, is a necessity. Within project PROFILES (Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science) we discovered that an effective method of development of science teacher creativity is a training of teachers in implementation of IBSE. Styles of teacher creativity were studied using Kirton’s Adaptation-Innovation Inventory. Levels of creativity were identified by a case study. Key words: creativ
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Instefjord, Elen, and Svein Ove Lysne. "FROM DIGITAL COMPETENT TEACHER TO TEACHER SPECIALIST IN PROFESSIONAL DIGITAL COMPETENCE – A MODEL FOR PROFESSIONAL DEVELOPMENT FOR IN-SERVICE TEACHERS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1558.

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Yadav, Aman. "Computer Science Teacher Professional Development." In WiPSCE '17: 12th Workshop in Primary and Secondary Computing Education. ACM, 2017. http://dx.doi.org/10.1145/3137065.3137066.

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Mikheeva, Tatiana, Elena Shapovalova, Margarita Ereshchenko, and Irina Antibas. "MULTICULTURAL PROFESSIONAL COMPETENCE OF A TEACHER." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1467.

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Pérez-Cabello, Ana María. "DISCOVERING TEACHER´S PROFESSIONAL AND PERSONAL IDENTITY." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2112.

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Kudarinova, Asel S., and Akbota N. Autaeva. "Professional and personal readiness of future teachers to implement inclusive education." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-347-354.

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This publication provides a detailed analysis of theoretical studies of professional and personal readiness of future teachers to implement inclusive education. Professional and personal readiness is understood as an integrative dynamic new formation of the future teacher, which ensures the development of the image of the Self and a professionally significant attitude to it, manifested in the pedagogical motivation to achieve success in professional positions in the implementation of inclusive education.
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Milliken, Alexandra, Christa Cody, Veronica Catete, and Tiffany Barnes. "Effective Computer Science Teacher Professional Development." In ITiCSE '19: Innovation and Technology in Computer Science Education. ACM, 2019. http://dx.doi.org/10.1145/3304221.3319779.

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Reports on the topic "Teacher education/professional development"

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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB prog
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB prog
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Nayn, A. Y. Pedagogical Management of Teachers Educational-Cognitive Orientation Development Process in he System of an Additional Professional Education. Prof. Dr Kuznetsov Alexandre Semenovich, 2015. http://dx.doi.org/10.14526/18_2015_18.

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Nazarenko, A. V. DEVELOPMENT OF ENVIRONMENT STATE PERCEPTION AS A FACTOR ECOLOGICAL PROFESSIONAL PEDAGOGICAL EDUCATION IMPROMENT IMPROVEMENT OF THE FUTURE TEACHERS. Federal State Budgetary Educational Establishment of Higher Vocational Education "Povolzhskaya State Academy of Physical Culture, Sports and Tourism" Naberezhnye Chelny, 2013. http://dx.doi.org/10.14526/43_2013_15.

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core c
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Wachen, John, Mark Johnson, Steven McGee, Faythe Brannon, and Dennis Brylow. Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity. The Learning Partnership, 2021. http://dx.doi.org/10.51420/conf.2021.2.

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In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which reve
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Bittmann, Felix. Academic track mismatch and the temporal development of well-being and competences in German secondary education. Verlag der Österreichischen Akademie der Wissenschaften, 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.1.

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Formal education is one of the most influential predictors of professional success. As parents in Germany are aware of the importance of education, they often try to enable their children to enrol in the prestigious academic schooling track (Gymnasium). This explains why the transition recommendation made by the teacher after the fourth grade is sometimes ignored if the desired track was not recommended for a particular student. How the mismatch between the teacher’s recommendation and the parents’ choice of schooling for their child affects the child’s development is not sufficiently known. I
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Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,0
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Austin, Tiffany. An Environment-based Education Approach to Professional Development: A Mixed Methods Analysis of the Creeks and Kids Watershed Workshop and Its Impact on K-12 Teachers. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.103.

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NIKOLOV, NIKITA. STUDY OF THE SCIENTIFIC THINKING STYLE OF TEACHERS. SIB-Expertise, 2021. http://dx.doi.org/10.12731/er0436.18052021.

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THE SCIENTIFIC APPROBATION OF THE RESEARCH OF THE PECULIARITIES OF THE DEVELOPMENT OF THE SCIENTIFIC STYLE OF THINKING OF YOUNG TEACHERS OF ADDITIONAL PROFESSIONAL EDUCATION INSTITUTIONS IS PRESENTED. THE DEVELOPED PRODUCT ALLOWS TO OBTAIN OBJECTIVE DATA ON THE PECULIARITIES OF PROFESSIONAL AND PERSONAL GROWTH OF MODERN PEDAGOGICAL WORKERS. THE DEVELOPED FEEDBACK SYSTEM ALLOWS TO USE ADDRESSED EDUCATIONAL CONSULTING IMPROVING THE MONITORING SYSTEM OF SUCH NEW FORMATION AS A SCIENTIFIC STYLE OF THINKING.
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You might also be interested in the extended bibliographies on the topic 'Teacher education/professional development' for particular source types:
Journal articles Dissertations / Theses Books
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