Teacher professional development, while a relatively new phenomenon beginning in the 1970s, is important because preservice teacher preparation is limited in scope by its length of time, clinical apprenticeship, and cognitive load for learning demanding tasks and represents just the beginning of teachers’ professional development. Novice teachers in particular face a steep learning curve and need supportive induction programs to continue to develop their practice so that it aligns with standards-based teaching. Teacher professional development activities commonly focus on learning more content, pedagogy, or both. Teachers’ learning through professional development (PD) programs often occurs in groups of teachers as they work with both the PD providers and each other as part of a community of practice that supports situated learning. This book provides new research advances in the professional development of teachers. It also discusses interdisciplinary professional development for mental health workers.
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