Innovations in Teacher Professional Development
Keyword(s):
The professional development needs of teachers have changed dramatically over the last 25 years. When constructed to reflect best practices evidenced in the research literature, micro-credentials and other 21st century innovations provide accessible, meaningful, professional learning experiences for educators. This chapter discusses two cases that affected personal transformation and pedagogical change for in-service teachers by an institution of higher education (IHE). A preliminary analysis of these alternative experiences established that when teacher professional development is founded on the context-sensitive integration of social and cultural competencies, meaningful, empowering, and enduring learning can take place.
2020 ◽
Vol 14
(1)
◽
pp. 5-19
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2019 ◽
Vol 64
(2A)
◽
pp. 82-93
2019 ◽
Vol 1
(1)
◽
pp. 18-25