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dc.contributor Aelterman, Antonia
dc.contributor Vanderlinde, Ruben
dc.contributor Tuytens, Melissa
dc.contributor De Wever, Bram
dc.date 2021-02-10T12:58:18Z
dc.date 2017-11-16 00:00:00
dc.date 2020-04-01T13:23:05Z
dc.date 2016
dc.date.accessioned 2023-02-17T21:25:39Z
dc.date.available 2023-02-17T21:25:39Z
dc.identifier 639595
dc.identifier OCN: 1030816291
dc.identifier http://library.oapen.org/handle/20.500.12657/31077
dc.identifier https://directory.doabooks.org/handle/20.500.12854/32573
dc.identifier https://library.oapen.org/bitstream/20.500.12657/31077/1/639595.pdf
dc.identifier https://library.oapen.org/bitstream/20.500.12657/31077/1/639595.pdf
dc.identifier https://library.oapen.org/bitstream/20.500.12657/31077/1/639595.pdf
dc.identifier https://library.oapen.org/bitstream/20.500.12657/31077/1/639595.pdf
dc.identifier https://library.oapen.org/bitstream/20.500.12657/31077/1/639595.pdf
dc.identifier.uri http://localhost:8080/xmlui/handle/CUHPOERS/247052
dc.description Educational quality is at the center of debates worldwide. In all these debates, teachers are considered as the critical actors determining to a large extent the quality of our educational systems. At the same time, doubts are expressed related to teachers’ quality as well as to the education or training of teachers. In this context, policy debates underline the need for ‘excellent’ teachers and ‘excellent’ teacher education. ‘Excellence’ became the mantra in all educational policy debates. This book presents a model for teachers’ professional development together with the three central themes: (1) professionalism of teacher educators, (2) professional development of (student) teachers, and (3) (student) teacher practices. The different chapters in this book discuss these themes in detail and originated from an open call launched at the ISATT 2013 conference that was organized around the central theme of ‘Excellence of teachers?’. Urgent issues that address practitioners, teacher educators, and researchers are discussed throughout the chapters and general research challenges for teacher education researchers are put forward in the epilogue of this book.
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dc.language eng
dc.publisher Academia Press
dc.rights open access
dc.subject teacher educators
dc.subject educational quality
dc.subject practitioners
dc.subject researchers
dc.subject development
dc.subject professionalism
dc.subject excellence
dc.subject education
dc.subject teachers
dc.subject Bachelor of Arts
dc.subject Curriculum
dc.subject Pedagogy
dc.subject Student teacher
dc.subject bic Book Industry Communication::2 Language qualifiers::2A Indo-European languages::2AB English
dc.subject bic Book Industry Communication::3 Time periods qualifiers::3J Modern period, c 1500 onwards::3JM 21st century::3JMG c 2010 to c 2020
dc.subject bic Book Industry Communication::J Society & social sciences::JN Education
dc.subject bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy
dc.subject bic Book Industry Communication::J Society & social sciences::JN Education::JNM Higher & further education, tertiary education
dc.subject bic Book Industry Communication::J Society & social sciences::JN Education::JNP Adult education, continuous learning
dc.subject bic Book Industry Communication::J Society & social sciences::JN Education::JNT Teaching skills & techniques
dc.subject bic Book Industry Communication::J Society & social sciences::JN Education::JNZ Study & learning skills: general
dc.title Professional Learning in Education
dc.resourceType book
dc.licenseCondition open access
dc.licenseCondition n/a
dc.licenseCondition n/a
dc.licenseCondition n/a
dc.licenseCondition n/a
dc.licenseCondition n/a
dc.relationisPublishedBy 13bfe6ff-4920-4639-b009-9a95232060a4
dc.pages 229
dc.placepublication Ghent


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