Teacher Empowerment Toward Professional Development and Practices: Perspectives Across Borders

ISBN-13: 9789811350634 / Angielski / Miękka / 2018 / 307 str.

Ismail Hussein Amzat; Nena P. Valdez

O autorze

Ismail Hussein Amzat, PhD is a visiting senior lecturer at the School of Education and Modern Languages (SEML), Universiti Utara Malaysia (UUM), Kedah Malaysia. He was also a visiting Assistant Professor at Sultan Qaboos University (SQU), Oman. He has extensive experience teaching at Malaysian public universities, international colleges and schools.   His research interests include  educational leadership, management, planning and policy. Dr Amzat was the editor-in-chief of the Springer book “Fast forwarding Higher Education Institutions for Global Challenges: Perspectives and Approaches” (2016) and the Routledge book “Teacher Professional Knowledge and Development for Reflective and Inclusive Practices” (2017). 

Nena Padilla-Valdez is currently a visiting faculty professor at the Faculties of Humanities and Business Management and Junior High School Consultant at President University, Cikarang, Indonesia. For six years, she was a visiting professor at Universiti Utara Malaysia in the area of educational psychology. She has been a master trainer in area of teaching and learning at the Higher Education Leadership Academy, the training arm of the Ministry of Higher Education Malaysia and a continuing education provider for working professionals in Hong Kong, Cambodia, Bangladesh, Indonesia, and Vietnam, among others. Prior to this, she was the Academic Affairs Vice President at Saint Mary’s University, an ETEEAP technical panel and a book editor-reviewer in the Philippine Commission of Higher Education and Department of Education, respectively.  She obtained her PhD in Development Studies at the University of Santo Tomas, Manila. Her main research interests and publications are in the areas of learner diversity and engagement, teacher development, pedagogy, cultural preservation and diversity, early childhood care and development, and school counseling.

Blurb

This book gathers a range of contributions from researchers and practitioners across borders with an emphasis on theoretical arguments and empirical data concerning teacher empowerment. It propels readers to explore powerful teaching practices that can further advance the profession as a continuing priority in the system when appropriately utilized. 

Further, it strives to capture teachers’ readiness to improve their professional skills and responsive practices as a form of accountability for their teaching and students’ learning, two aspects that are increasingly being judged by various stakeholders. The book argues that teachers’ autonomous participation and engagement in relevant decision-making activities and equitable access to continuing professional development opportunities are and should remain major priorities.