{"title":"差异化专业支持案例:走向专业发展阶段理论","authors":"Rachael E. Gabriel","doi":"10.3776/JOCI.%Y.V4I1P86-95","DOIUrl":null,"url":null,"abstract":"In this perspective article I draw upon interviews with first-, second-, and third-year teachers to develop a phase theory of professional development that accounts for the questions, interests, and preferences of teachers across their first three years in the classroom. I suggest that differentiated professional development has potential to improve the quality of the teaching force by increasing the expertise of teachers in their first few years and providing support that is engaging and rewarding enough to encourage retention.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"94 1","pages":"86-95"},"PeriodicalIF":0.0000,"publicationDate":"2010-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"9","resultStr":"{\"title\":\"The Case for Differentiated Professional Support: Toward a Phase Theory of Professional Development\",\"authors\":\"Rachael E. Gabriel\",\"doi\":\"10.3776/JOCI.%Y.V4I1P86-95\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this perspective article I draw upon interviews with first-, second-, and third-year teachers to develop a phase theory of professional development that accounts for the questions, interests, and preferences of teachers across their first three years in the classroom. I suggest that differentiated professional development has potential to improve the quality of the teaching force by increasing the expertise of teachers in their first few years and providing support that is engaging and rewarding enough to encourage retention.\",\"PeriodicalId\":31424,\"journal\":{\"name\":\"International Journal of Curriculum and Instruction\",\"volume\":\"94 1\",\"pages\":\"86-95\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2010-04-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"9\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Curriculum and Instruction\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3776/JOCI.%Y.V4I1P86-95\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Curriculum and Instruction","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3776/JOCI.%Y.V4I1P86-95","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The Case for Differentiated Professional Support: Toward a Phase Theory of Professional Development
In this perspective article I draw upon interviews with first-, second-, and third-year teachers to develop a phase theory of professional development that accounts for the questions, interests, and preferences of teachers across their first three years in the classroom. I suggest that differentiated professional development has potential to improve the quality of the teaching force by increasing the expertise of teachers in their first few years and providing support that is engaging and rewarding enough to encourage retention.