Sustainable Teacher Education and Professional Development

Authors

  • Khong Thi Diem Hang Monash University, Melbourne, Australia
  • Nguyen Phuong Thao Hanoi National University of Education, Hanoi, Vietnam

DOI:

https://doi.org/10.52296/vje.2022.184

How to Cite

Hang, K. T. D., & Thao, N. P. (2022). Sustainable Teacher Education and Professional Development. Vietnam Journal of Education, 6(Special Issue), 1–5. https://doi.org/10.52296/vje.2022.184

Abstract

Sustainable Teacher Education and Professional Development

Downloads

Download data is not yet available.

References

Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis. New Zealand Ministry of Education. www.minedu.govt.nz/goto/bestevidencesynthesis

Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). Open University Press.

Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947-967. https://doi.org/10.1016/S0742-051X(02)00053-7

Darling-Hammond, L. (2006). Assessing teacher education: The wsefulness of multiple measures for assessing program outcomes. Journal of Teacher Education, 57(2), 120-138. https://doi.org/10.1177/0022487105283796

Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199. https://doi.org/10.3102/0013189X08331140

Dudley, P. (2013). Teacher learning in Lesson Study: What interaction-level discourse analysis revealed about how teachers utilised imagination, tacit knowledge of teaching and fresh evidence of pupils learning, to develop practice knowledge and so enhance their pupils’ learning. Teaching and Teacher Education, 34, 107-121. https://doi.org/10.1016/j.tate.2013.04.006

Fauth, B., Decristan, J., Decker, A.-T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. Teaching and Teacher Education, 86, 102882. https://doi.org/10.1016/j.tate.2019.102882

Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.

Lee, M., & Louis, K. S. (2019). Mapping a strong school culture and linking it to sustainable school improvement. Teaching and Teacher Education, 81, 84-96. https://doi.org/10.1016/j.tate.2019.02.001

Lieberman, A., & Mace, D. H. P. (2008). Teacher learning: The key to educational reform. Journal of Teacher Education, 59(3), 226-234. https://doi.org/10.1177/0022487108317020

Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376-407. http://www.jstor.org/stable/23014297

Parise, Leigh M., & Spillane, James P. (2010). Teacher learning and instructional change: How formal and on-the-job learning opportunities predict change in elementary school teachers’ practice. The Elementary School Journal, 110(3), 323-346. https://doi.org/10.1086/648981

Pedder, D., & Opfer, V. D. (2013). Professional learning orientations: Patterns of dissonance and alignment between teachers’ values and practices. Research Papers in Education, 28(5), 539-570. https://doi.org/10.1080/02671522.2012.706632

Rowan, L., Mayer, D., Kline, J., Kostogriz, A., & Walker-Gibbs, B. (2014). Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have. Australian Educational Researcher, 42(3), 273-298. https://doi.org/10.1007/s13384-014-0163-y

Saito, E., & Khong, T. D. H. (2017). Not just for special occasions: Supporting the professional learning of teachers through critical reflection with audio-visual information. Reflective Practice, 18(6), 837-851. https://doi.org/10.1080/14623943.2017.1361921

van Es, E. A., & Sherin, M. G. (2010). The influence of video clubs on teachers’ thinking and practice. Journal of Mathematics Teacher Education, 13(2), 155-176. https://doi.org/10.1007/s10857-009-9130-3

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91. https://doi.org/10.1016/j.tate.2007.01.004

Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79(2), 702-739. https://doi.org/10.3102/0034654308330970

Wolf, S., & Peele, M. E. (2019). Examining sustained impacts of two teacher professional development programs on professional well-being and classroom practices. Teaching and Teacher Education, 86, 102873. https://doi.org/10.1016/j.tate.2019.07.003

Downloads

Published

2022-04-18

How to Cite

Hang, K. T. D., & Thao, N. P. (2022). Sustainable Teacher Education and Professional Development. Vietnam Journal of Education, 6(Special Issue), 1–5. https://doi.org/10.52296/vje.2022.184

Issue

Section

Original Articles