Dynamic principles of professional development are directly and indirectly defined and applied with no particular order of sequence as one or more of these principles may be activated in unison and revisited time and again in varied degrees and contexts throughout a professional's career. Further, this is by no means a list in the entirety of all professional principles pertaining to education, but rather a representation of the basis for the dynamic interchange that transpires and elevates professional development that is energized and authentic. These Dynamic Principles of Professional Development are as follows: introspection, participation, collaboration, transformation, identification. Dynamic principles of professional development both illustrate and apply standards and dispositions evident within real world classroom engagement, and while working closely with teachers, administrators, and university based instructors. Classroom teachers as associated teacher educators routinely demonstrate the characteristics of these dynamic principles of professional development in their practice. These principles often reflect elements of effective teacher preparation. Thus, these dynamic principles of professional development illuminate the key qualities of classroom teachers as associated teacher educators. Further, these dynamic principles enrich and expand the evolving definition of classroom teachers as associated teacher educators as the central focus of this text.
Foreword, Nancy P. Gallavan Preface Acknowledgements Editors' Note Introduction, Caroline M. Crawford & Sandra L. Hardy Overview and Framework, Caroline M. Crawford & Sandra L. Hardy Chapter One: Mentors as Teacher Educators: Inquiry as Professional Development, Stacey Pylman, Randi Stanulis & Lindsay Wexler Chapter Two: Transforming Induction: Contexts and Practice, Sandra L. Hardy Chapter Three: Teachers Learning Together at Auburn Elementary: Supporting Classroom Teachers as Associated Teacher Educators, Cynthia Carver, Marcia Hudson, Molly Abbott, Sarah Bruha, Colleen Bugaj, Jennifer Johnson & Serena Stock Chapter Four: Promoting ATE Standard for Professional Development in Pre-K Settings, Noran L. Moffett, Melanie M. Frizzell, Yolanda Brownlee-Williams, Stacye A. Blount & Nurah-Talibah N. Moffett Chapter Five: Teacher Educators as Collegial Mentors: Integrating Instructional Technologies through an Extended Community of Practice Professional Development Approach, Caroline M. Crawford Afterword, Caroline M. Crawford & Sandra L. Hardy About the Editors About the Contributors
