A preliminary investigation and discussion of effective methods of
staff development as identified by a sample of teachers from
international schools. Discusses the nature and purpose of staff
development, and the views of teachers on the most effective methods of
staff development. Identifies the importance of staff development by
colleagues from within a school as one of the most effective methods,
and also the development of local school groups as a means of enhancing
development for both the individual and the institution. Develops a list
of questions that both teachers and administrators may wish to address
when evaluating the role and effectiveness of staff development within
their own schools.
Outlines the programme “Professional Development for Teachers in
International Schools” which was developed from a modular programme
already in existence at the School of Education, at the University of
Bath. The Professional Development Programme is taught both in the UK
Summer School and overseas. There are two types of module, taught and
school‐based, for which there is no predetermined order of study. The
programme leads to an Advanced Certificate, Advanced Diploma or Master′s
Degree in Education. The pilot programme was held at the International
School of Tanganyika during Easter 1992 and the programme has
subsequently evolved and expanded and now includes not only teachers in
international schools but also teachers in other English medium schools
in countries in Europe, Africa, the Middle East and the Far East.
Attempts to trace the history and development of the Master of Education
Degree at the University of Bath. Highlights the comparatively small
differences which exist between the Bath MEd and those from other
institutions, namely: its greater flexibility in allowing students to
“pay as they earn” and take as long as they wish in building up their
portfolios of modules; the three modes of studying the modules, i.e.
taught, distance learning and school‐based tuition; the linking of
taught and school‐based modules; and the introduction of a Summer School
for outstation students. These features have enabled the University of
Bath to offer the course, on a part‐time basis, to teachers living
considerable distances away, particularly those living and working
overseas.
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