Facilitating In-Service Teacher Training for Professional Development
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Facilitating In-Service Teacher Training for Professional Development

Kenan Dikilitaş, Ismail Hakki Erten
Release Date: December, 2016|Copyright: © 2017 |Pages: 354
DOI: 10.4018/978-1-5225-1747-4
ISBN13: 9781522517474|ISBN10: 1522517472|EISBN13: 9781522517481
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Description & Coverage
Description:

As new trends emerge in the realm of education, instructors are faced with the task of continuing development in order to stay up to date on the latest teaching methodologies for both virtual and face-to-face education.

Facilitating In-Service Teacher Training for Professional Development is a pivotal reference source for the latest research on the scenarios faced by in-service educators, uncovering models, recent trends, and perceptions of in-service teacher training. Featuring extensive coverage across a range of relevant perspectives, such as teacher identity, collaborative teacher development, and exploratory practice, this book is ideally designed for researchers, practitioners, and professionals seeking current research on the need for continuing development in teacher education.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Community of Inquiry Model
  • Continuing Professional Development (CPD)
  • INSET Programs
  • Interactive Collaboration
  • Situated Learning Theory
  • Virtual Sharing
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Editor/Author Biographies
Kenan Dikilitas is currently an Assistant Professor at department of English language teaching at Bahçesehir University, Istanbul, Turkey. He has published articles and edited books on teacher research as a professional development strategy. He has also conducted teacher research projects and has given hands-on workshops on how to do educational research across Turkey and overseas. His teacher training experience primarily includessupporting teacher research for professional development. His primary research interests are language teacher education, educationalresearch,research into language teaching and learning, and linguisticsfor teaching pedagogy. He is one of the committee members of IATEFL ReSIG.
Ismail Hakki Erten is a professor of applied linguistics and English language teaching at Hacettepe University, Turkey. His research focuses on reading processes and vocabulary acquisition, affective aspects of learning English as an additional language, and teacher education. His recent research focused on academic self-concept and achievement attributionsin language learning, and teacher motivation. His work has so far appeared in scholarly journals such as System, European Journal of Teacher Education, Hacettepe University Journal of Education, and Reading in a Foreign Language. He currently serves as the editor-in-chief of Eurasian Journal of Applied Linguistics (www.ejal.eu). He can be contacted at iherten@hacettepe.edu.tr or iherten@gmail.com.
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