Reconceptualizing Teacher Quality to Inform Preservice and Inservice Professional Development

Stephanie L. Knight; Gwendolyn Monica Lloyd; Edith (Fran) Arbaugh; David Alexander Gamson; Scott P. McDonald; James Nolan; Angiline Louisa Whitney

doi:10.1177/0022487115570564

Reconceptualizing Teacher Quality to Inform Preservice and Inservice Professional Development

Stephanie L. Knight, Gwendolyn Monica Lloyd, Edith (Fran) Arbaugh, David Alexander Gamson, Scott P. McDonald, James Nolan, Angiline Louisa Whitney

Research output: Contribution to journal › Editorial

10 Scopus citations

Original language	English (US)
Pages (from-to)	105-108
Number of pages	4
Journal	Journal of Teacher Education
Volume	66
Issue number	2
DOIs	https://doi.org/10.1177/0022487115570564
Publication status	Published - Jan 1 2015

All Science Journal Classification (ASJC) codes

Education

Cite this

Knight, S. L., Lloyd, G. M., Arbaugh, E. F., Gamson, D. A., McDonald, S. P., Nolan, J., & Whitney, A. L. (2015). Reconceptualizing Teacher Quality to Inform Preservice and Inservice Professional Development. Journal of Teacher Education, 66(2), 105-108. https://doi.org/10.1177/0022487115570564

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Reconceptualizing Teacher Quality to Inform Preservice and Inservice Professional Development. / Knight, Stephanie L.; Lloyd, Gwendolyn Monica ; Arbaugh, Edith (Fran); Gamson, David Alexander ; McDonald, Scott P.; Nolan, James; Whitney, Angiline Louisa.

In: Journal of Teacher Education, Vol. 66, No. 2, 01.01.2015, p. 105-108.

Research output: Contribution to journal › Editorial

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Access to Document

10.1177/0022487115570564