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Focusing on the professional development (PD) of teachers, this book presents empirical data and personal experiences before analyzing existing models of PD. It addresses methodological challenges in gathering and interpreting evidence related to various factors influencing PD and critiques the 'process-product' research debate. The authors examine national practices, particularly recent strategies in England, while contrasting them with the U.S. context. The ongoing societal demand for improved education quality underscores the relevance of their inquiry into effective teacher development.
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The Professional Development of Teachers: Practice and Theory, Philip Adey
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- 2004
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