Titlebook: Student Voice and Teacher Professional Development; Knowledge Exchange a David Morris Book 2019 The Editor(s) (if applicable) and The Autho

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Student Voice and Teacher Professional DevelopmentKnowledge Exchange a

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Student Voice and Teacher Professional Development978-3-030-23467-6

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Introduction,t there needs to be a step change in terms of recognising how pupils may support their teachers with their professional development activity. The bodies of literature which are of relevance here concern student voice and teacher professional development (TPD), and their significance is briefly outli

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Student Voice in Schools,ers and become involved in decision-making processes which in turn entertains debates concerning relationships between pupils and teachers themselves. The aspect of student voice considered to be most relevant here therefore concerns the notion of trust between pupils and teachers. However, there ne

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Teacher Professional Development (TPD) in Schools,to look at TPD in the context of Information and Communication Technology (ICT). Understanding the nature and form that TPD takes and, specifically, those factors and approaches which enable its effectiveness in addressing teachers’ professional development needs is essential as much that applies to

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Knowledge Exchange Between Pupils and Teachers,des a stimulus for change, not only in the ways they engage with technology but also how they interact with each other on a personal level. To develop and extend the narrative of pupil-teacher relationships in the context of negotiating and delivering training for their teachers, this chapter explor

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,An Evaluation of the “Teach a Teacher” Project,acher professional development (TPD). This discussion will be guided, in part, by also drawing upon literature concerned with school leadership, as well as considering the debates surrounding the generational divide. The discussion begins by contemplating the role of leadership in facilitating stude

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