AN EXPLORATION OF TEACHER KNOWLEDGE

This book succeeds in reducing the proliferation of
terminology in teacher knowledge into a succinct
model of teacher knowledge development. The model
may now be used to further our understanding of how
teachers learn and develop as other research builds
upon the individual study here.
The outcomes from the research detailed in this book
are threefold:
1) A functioning teacher support website
(http://www.philseflsupport.com)that is averaging
around 15,000 hits a month. This provides a
professional contribution.
2) An expanded model of teacher knowledge
development that is based upon five theoretical
principles that reflect the ever-expanding cyclical
nature of teacher learning. This provides an
academic contribution.
3) A series of six statements of advice for
developers of teacher support sites. These
statements are grounded in the theoretical
principles behind the model of teacher knowledge
development and incorporate nine keys to effective
web facilitation. These provide a
forward-looking contribution to the praxis of web-
supported teacher education, and thus to the
potential dissemination of the research presented in
this book.

Autorentext
Dr. Phil Quirke is Director of Madinat Zayed and Ruwais Colleges, Higher Colleges of Technology in the UAE. He has been working in and researching ELT Leadership and Teacher Development for over a decade. He has published on areas as diverse as face, action research, staff appraisal and journalling.

Klappentext
This book succeeds in reducing the proliferation of terminology in teacher knowledge into a succinct model of teacher knowledge development. The model may now be used to further our understanding of how teachers learn and develop as other research builds upon the individual study here. The outcomes from the research detailed in this book are threefold: 1) A functioning teacher support website (http://www.philseflsupport.com)that is averaging around 15,000 hits a month. This provides a professional contribution. 2) An expanded model of teacher knowledge development that is based upon five theoretical principles that reflect the ever-expanding cyclical nature of teacher learning. This provides an academic contribution. 3) A series of six statements of advice for developers of teacher support sites. These statements are grounded in the theoretical principles behind the model of teacher knowledge development and incorporate nine keys to effective web facilitation. These provide a forward-looking contribution to the praxis of web- supported teacher education, and thus to the potential dissemination of the research presented in this book.