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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 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.
List of contents
Foreword, Nancy P. Gallavan
Preface
Acknowledgements
Editors' Note
Introduction, Caroline M. Crawford & Sandra L. Hardy
Overview and Framework, Caroline M. Crawford & Sandra L. Hardy
Chapter One: Mentors as Teacher Educators: Inquiry as Professional Development, Stacey Pylman, Randi Stanulis & Lindsay Wexler
Chapter Two: Transforming Induction: Contexts and Practice, Sandra L. Hardy
Chapter Three: Teachers Learning Together at Auburn Elementary: Supporting Classroom Teachers as Associated Teacher Educators, Cynthia Carver, Marcia Hudson, Molly Abbott, Sarah Bruha, Colleen Bugaj, Jennifer Johnson & Serena Stock
Chapter Four: Promoting ATE Standard for Professional Development in Pre-K Settings, Noran L. Moffett, Melanie M. Frizzell, Yolanda Brownlee-Williams, Stacye A. Blount & Nurah-Talibah N. Moffett
Chapter Five: Teacher Educators as Collegial Mentors: Integrating Instructional Technologies through an Extended Community of Practice Professional Development Approach, Caroline M. Crawford
Afterword, Caroline M. Crawford & Sandra L. Hardy
About the Editors
About the Contributors
About the author
Caroline M. Crawford is an associate professor of instructional design and learning technologies at the University of Houston-Clear Lake. She focuses her areas of impact upon instructional design, performance improvement, and learning theories within communities of learning, communities of practice and the appropriate and successful integration of technologies into differentiated learning environments of distributed including online and mobile, hybrid and traditional.Sandra L. Hardy is founder and executive director of Hardy Education Resources. Her primary areas of focus include research and development pertaining to leadership and induction of K-12 and higher education educators, administrators, and other educational professionals’ development and related programs. Her services are based on the unique needs of the individual teacher as learner in connection to promoting effective communities of practice through dynamic collaborations while identifying and securing the required multilevel resources.
Summary
This text focuses upon differentiated elements towards inquiry and the reflectivity of practitioners as dynamic components of professional development. This text is meant as a reflection of the current state of the profession as revolves around the concept of classroom teachers as associated teacher educators.
