Book chapter 2016

Teacher education and teacher professional development: Current issues and approaches

KK
Kasemsap, Kijpokin
Handbook of Research on Teacher Education and Professional Development
Journal · pp. 112-137
Abstract

This chapter reveals the prospect of teacher education; teacher education and technology utilization; the issues with professional development (PD); and the perspectives on teacher professional development (TPD) in the digital age. Teacher education offers teachers ways to keep their classrooms and curriculum highly educational. By providing teachers with teacher education programs, they are able to continue their own education, gain vital skills that they may not have been able to learn while taking college courses, and stay current with new technologies. TPD is an essential method of improving teaching and learning for teachers. TPD provides time, resources, and educational personnel to support teachers to improve their skills about teaching and learning. The effective teacher education and TPD programs should include technology pedagogy, the 21st century skills, and ethical perspectives toward improving preservice teacher's technological skills and enhancing both learner's educational opportunities and learning outcomes. © 2017, IGI Global. All rights reserved.

Keywords

Author Keywords

Not provided

Index Keywords

Author Affiliations
Faculty of Management Sciences, Suan Sunandha Rajabhat University, Bangkok, Bangkok, Thailand
Funding & Acknowledgements
No funding information
References 10 References
1 Adjei-Boateng, Emmanuel, Promoting culturally responsive pedagogical competence among preservice teachers, Handbook of Research on Global Issues in Next-Generation Teacher Education, pp. 278-295, (2016)
2 Akuegwu, Basil Azubuike, Teacher education in Nigerian Universities: Leadership and management in instructional technology, Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies, pp. 342-360, (2015)
3 Amador, Julie M., Preparing preservice teachers to become self-reflective of their technology integration practices, Handbook of Research on Teacher Education in the Digital Age, pp. 81-107, (2015)
4 Arbaugh, Fran, Examining instructional practices in Core-Plus lessons: Implications for professional development, Journal of Mathematics Teacher Education, 9, 6, pp. 517-550, (2006)
5 Arya, Poonam, TAP (Teacher learning and application to pedagogy) through digital Video-Mediated reflections, Handbook of Research on Teacher Education in the Digital Age, pp. 334-356, (2015)
6 Barbour, Michael K., Training teachers for a virtual school system: A call to action, Developing Technology-Rich Teacher Education Programs: Key Issues, pp. 499-517, (2012)
7 Barbour, Michael K., Virtually Unprepared: Examining the Preparation of K-12 Online Teachers, Teacher Education Programs and Online Learning Tools: Innovations in Teacher Preparation, pp. 60-81, (2012)
8 Barnett, Marion, The real world buffalo*: Reality TV comes to a charter school, Instructional Design: Concepts, Methodologies, Tools and Applications, 2-3, pp. 888-903, (2011)
9 Online and Distance Learning Concepts Methodologies Tools and Applications, (2008)
10 Bell, Clare Valerie, Reflections on Discourse Practices During Professional Development on the Learning Cycle, Journal of Science Teacher Education, 23, 6, pp. 601-620, (2012)
Quick Actions
Full Text via DOI
Citation Metrics
5
Times Cited (Scopus)
References 10
Document Identifiers