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Books on the topic 'Teacher Professionalization'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Artvinli, Eyüp, Inga Gryl, Jongwon Lee, and Jerry T. Mitchell, eds. Geography Teacher Education and Professionalization. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04891-3.

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2

Ingersoll, Richard M. Teacher professionalization and teacher commitment: A multilevel analysis. U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1997.

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3

Nabeel, Alsalam, and National Center for Education Statistics., eds. Teacher professionalization and teacher commitment: A multilevel analysis, SASS. U.S. Dept. of Education, Office of Educational Research and Improvement, 1997.

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4

Ciwar, A. M. Teachers registration as a vehicle for professionalization of teaching: Prospect and challenges. Nigerian Academy of Education, 2003.

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5

Ciwar, A. M. Teachers registration as a vehicle for professionalization of teaching: Prospect and challenges. Nigerian Academy of Education, 2003.

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6

Ciwar, A. M. Teachers registration as a vehicle for professionalization of teaching: Prospect and challenges. Nigerian Academy of Education, 2003.

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7

Ciwar, A. M. Teachers registration as a vehicle for professionalization of teaching: Prospect and challenges. Nigerian Academy of Education, 2003.

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8

Artvinli, Eyüp, Jongwon Lee, Jerry T. Mitchell, and Inga Gryl. Geography Teacher Education and Professionalization. Springer International Publishing AG, 2022.

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9

Geography Teacher Education and Professionalization. Springer International Publishing AG, 2023.

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10

Herbst, Jurgen. And Sadly Teach: Teacher Education and Professionalization in American Culture. University of Wisconsin Press, 1991.

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11

And sadly teach: Teacher education and professionalization in American culture. University of Wisconsin Press, 1989.

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12

The teacher in the Soviet society: Structure, professionalization and cultural role. 1988.

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13

Simmie, Geraldine Mooney, and Manfred Lang. School-Based Deliberative Partnership As a Platform for Teacher Professionalization and Curriculum Innovation. Taylor & Francis Group, 2019.

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14

Lang, Manfred, and Geradine Mooney Simmie. School-Based Deliberative Partnership As a Platform for Teacher Professionalization and Curriculum Innovation. Taylor & Francis Group, 2021.

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15

Simmie, Geraldine Mooney, and Manfred Lang. School-Based Deliberative Partnership As a Platform for Teacher Professionalization and Curriculum Innovation. Taylor & Francis Group, 2019.

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16

Simmie, Geraldine Mooney, and Manfred Lang. School-Based Deliberative Partnership As a Platform for Teacher Professionalization and Curriculum Innovation. Taylor & Francis Group, 2019.

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17

Hallman, Heidi L., Donna L. Pasternak, and Kristen Pastore-Capuana. Possibilities, Challenges, and Changes in English Teacher Education Today: Exploring Identity and Professionalization. Rowman & Littlefield Publishers, Incorporated, 2019.

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18

Gerwin, David, John H. Gunn, Limarys Caraballo, Leslee Grey, and Theresa J. Gurl. Policy, Professionalization, Privatization, and Performance Assessment: Affordances and Constraints for Teacher Education Programs. Springer London, Limited, 2016.

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19

Simmie, Geraldine Mooney, and Manfred Lang. School-Based Deliberative Partnership As a Platform for Teacher Professionalization and Curriculum Innovation. Taylor & Francis Group, 2019.

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20

Hallman, Heidi L., Donna L. Pasternak, and Kristen Pastore-Capuana. Possibilities, Challenges, and Changes in English Teacher Education Today: Exploring Identity and Professionalization. Rowman & Littlefield Publishers, Incorporated, 2019.

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21

Gerwin, David, John H. Gunn, Theresa J. J. Gurl, Limarys Caraballo, Leslee Grey, and Héfer Bembenutty. Policy, Professionalization, Privatization, and Performance Assessment: Affordances and Constraints for Teacher Education Programs. Springer, 2016.

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22

Simmie, Geraldine Mooney, and Manfred Lang. School-Based Deliberative Partnership As a Platform for Teacher Professionalization and Curriculum Innovation. Taylor & Francis Group, 2019.

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23

Gerber, Larry G. Rise and Decline of Faculty Governance: Professionalization and the Modern American University. Johns Hopkins University Press, 2014.

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24

Gerber, Larry G. Rise and Decline of Faculty Governance: Professionalization and the Modern American University. Johns Hopkins University Press, 2014.

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25

Rise and Decline of Faculty Governance: Professionalization and the Modern American University. Johns Hopkins University Press, 2014.

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26

Učitel ve střední a jihovýchodní Evropě: Profesionalizace učitelského vzdělávání : historické a systematické aspekty = Professionalization of teacher education in the Middle and South-eastern Europe. Academia, 2015.

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27

Rios, Jane Adriana Vasconcelos Pacheco, and Luciana de Araújo Pereira. Cenários e Perspectivas da Profissão Docente. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-487-6.

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This publication shares perspectives built on teacher training, educational policies, the profession and other educational settings related to teaching, learning and research. From a collection of texts, it reveals walks through research and pedagogical experiences built in the school's daily life, which is an incarnated and reconfigured scenario in the lives of teachers who appear in publications as authors and/or as collaborators of search. It is an e-book that emerges from the debates held in the Thematic Group gathered at the Colloquium on Teaching and Diversity in Basic Education, organiz

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28

Houten, Jacqueline Bott Van. The effects of professionalization on novice French teachers' socialization. 2000.

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29

Petrie, Hugh G. Professionalization, Partnership, and Power: Building Professional Development Schools. Ebsco Publishing, 1995.

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30

Ruane, Christine. Gender, Class, and the Professionalization of Russian City Teachers, 1860-1914. University of Pittsburgh Press, 1994.

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31

Gannon, Rosemary E. The role of the Ontario College of Teachers in the professionalization of teaching. 2005.

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32

Haas, Elisabeth. Mentoringprozesse in der Lehrer:innenausbildung. Gelingensbedingungen für Schulpraktika. Verlag Julius Klinkhardt, 2021. http://dx.doi.org/10.35468/5907.

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School mentoring in Austria is structurally anchored in the curricula of the new teacher trai-ning with the establishment/implementation of pedagogical-practical studies. Partner schools of universities of teacher education and universities offer students space for learning experience through practice and opportunity to complete the curricular parts of school in social environ-ment of schools. Mentors accompany and support the professionalization process and enter into a mutual learning and developmental relationship against the background of curricular re-quirement structures as well as subje

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33

Gender, Class, and the Professionalization of Russian City Teachers, 1860-1914. University of Pittsburgh Press, 1994.

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34

Gender, class, and the professionalization of Russian city teachers, 1860-1914. University of Pittsburgh Press, 1994.

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35

Pawlewicz, Diana D'Amico. Blaming Teachers: Professionalization Policies and the Failure of Reform in American History. Rutgers University Press, 2020.

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36

Pawlewicz, Diana D'Amico. Blaming Teachers: Professionalization Policies and the Failure of Reform in American History. Rutgers University Press, 2020.

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37

Pawlewicz, Diana D'Amico. Blaming Teachers: Professionalization Policies and the Failure of Reform in American History. Rutgers University Press, 2020.

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38

Dupuy, Béatrice, and Muriel Grosbois, eds. Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.44.9782490057757.

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In this volume, language learning and professionalization are explored by addressing the existing gap between pressing needs for enhanced soft skills in work environments wherein technology-mediated, multilingual communication is increasingly the norm, and current foreign language teaching and learning offerings in higher education. Considering theoretical, methodological, and pedagogical perspectives for preparing language learners and teachers in/for the 21st century, this volume’s eight chapters underscore that research findings should inform the design of learning experiences so that peopl

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39

Response to reform: Composition and the professionalization of teaching. Southern Illinois University Press, 2004.

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40

(Editor), Mary Rosner, Beth Boehm (Editor), and Debra Journet (Editor), eds. History, Reflection, and Narrative: The Professionalization of Composition 1963-1983 (Perspectives on Writing, V. 3). Ablex Publishing, 1999.

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41

History, Reflection, and Narrative: The Professionalization of Composition 1963-1983 (Perspectives on Writing: Theory, Research, Practice). Ablex Publishing, 1999.

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42

The feasibility of professionalization of primary-school teachers in Bangladesh: A critical analysis of the actors and factors, 1971-2001. A.H. Development Pub. House, 2008.

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43

Petersen, Barbara Anne Elizabeth. THE DIVISION OF NURSING EDUCATION, TEACHERS COLLEGE, COLUMBIA UNIVERSITY, 1947-1961. THE MCMANUS YEARS: ADVANCES IN THE PROFESSIONALIZATION OF NURSING. 1988.

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44

Wilson Kimber, Marian. The Odyssey of a Nice Girl. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252040719.003.0001.

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Ruth Suckow’s novel, The Odyssey of a Nice Girl (1925), based on her elocution school experiences, demonstrates how gender shaped women’s artistic lives in the Progressive era. Elocution enhanced men’s careers, yet women’s voices were for education or domestic entertainment. However, changing social roles allowed for women to adopt elocutionary performance as a mode of expression. Women’s educations at elocution schools allowed them undertake careers as professional performers and teachers. Female elocutionists’ desire to embody acceptable feminine attributes and to separate themselves from mo

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45

Williams, S. C. Gender. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199683710.003.0020.

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Ministerial training throughout the nineteenth century was dogged by persistent uncertainties about what Dissenters wanted ministers to do: were they to be preachers or scholars, settled pastors or roving missionaries? Sects and denominations such as the Baptists and Congregationalists invested heavily in the professionalization of ministry, founding, building, and expanding ministerial training colleges whose pompous architecture often expressed their cultural ambitions. That was especially true for the Methodists who had often been wary of a learned ministry, while Presbyterians who had alwa

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