Dynamic Principles of Professional Development
Essential Elements of Effective Teacher Preparation
Herausgeber: Crawford, Caroline M.; Hardy, Sandra L.
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Dynamic principles of professional development are directly and indirectly defined and applied with no particular order of sequence as one or more of these principles may be activated in unison and revisited time and again in varied degrees and contexts throughout a professional's career. Further, this is by no means a list in the entirety of all professional principles pertaining to education, but rather a representation of the basis for the dynamic interchange that transpires and elevates professional development that is energized and authentic. These Dynamic Principles of Professional Devel...
Dynamic principles of professional development are directly and indirectly defined and applied with no particular order of sequence as one or more of these principles may be activated in unison and revisited time and again in varied degrees and contexts throughout a professional's career. Further, this is by no means a list in the entirety of all professional principles pertaining to education, but rather a representation of the basis for the dynamic interchange that transpires and elevates professional development that is energized and authentic. These Dynamic Principles of Professional Development are as follows: introspection, participation, collaboration, transformation, identification. Dynamic principles of professional development both illustrate and apply standards and dispositions evident within real world classroom engagement, and while working closely with teachers, administrators, and university based instructors. Classroom teachers as associated teacher educators routinely demonstrate the characteristics of these dynamic principles of professional development in their practice. These principles often reflect elements of effective teacher preparation. Thus, these dynamic principles of professional development illuminate the key qualities of classroom teachers as associated teacher educators. Further, these dynamic principles enrich and expand the evolving definition of classroom teachers as associated teacher educators as the central focus of this text.
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