Details

Teachers as Professional Learners


Teachers as Professional Learners

Contextualising Identity across Policy and Practice

von: Ellen Larsen, Jeanne Maree Allen

96,29 €

Verlag: Palgrave Macmillan
Format: PDF
Veröffentl.: 19.01.2021
ISBN/EAN: 9783030659318
Sprache: englisch

Dieses eBook enthält ein Wasserzeichen.

Beschreibungen

Drawing upon data from an Australian study, this book gives voice to beginning teachers navigating their way through their first year of teaching and discovering what it means to be professional learners. The chapters within provide rich insights into the ways in which beginning teachers make sense of the new and challenging experiences they face during the first year of teaching, and how these influence the development of their learner identities at this formative time of their careers. Professional learning, in response to teacher standards and associated accountability measures, often fails to acknowledge the importance of internal motivation and attitude to beginning teachers’ sense of a professional learner identity. This book offers policy makers, teacher educators, school leaders, mentors and teachers a way of thinking about how beginning teachers can be supported to grow professionally and construct their identities as professional learners.&nbsp;<br>
<div>1 Contextualising Teacher Professional Learning in Practice and Policy</div><div>Introduction</div><div>Entering the Teaching Profession</div><div>A Focus on Professional Learning</div><div>Professional Learning in Policy</div><div>References</div><div>2 Teachers as Professional Learners</div>Introduction<div>The Experiences of Beginning Teachers</div><div>Professional Learning</div><div>The Beginning Teacher as Professional Learner</div><div>Teacher Identity and the Professional Learner</div><div>Conclusion</div><div>References</div><div>3 Researching Beginning Teacher Professional Learning Identity</div><div>Introduction</div><div>Beginning Teachers Making Meaning of Their Experiences</div><div>Types of Interpretations</div><div>Dimension of Locus</div><div>Dimension of Stability</div><div>Dimension of Controllability</div><div>Responses to Interpretations</div>Locus and Self-Efficacy</div><div>Stability and Hope</div><div>Controllability and Motivation</div><div>The Dimensions in Concert</div><div>Attribution Style and the Professional Learner</div><div>The Process of Making Meaning</div><div>Conducting the Study</div><div>Selecting and Adapting the Survey</div><div>Collecting Survey Data</div><div>Analysing Survey Data</div><div>Preparing for Interviews</div><div>Conducting Interviews</div><div>Analysing Interview Data</div><div>Reporting Methods</div><div>Conclusion</div><div>References</div><div>4 Understanding Professional Learning as Purposeful</div><div>Introduction</div><div>A Balanced Way of Perceiving Causality</div><div>The Complexity of Teachers’ Work</div><div>Shared Responsibility</div><div>Shared Control</div>A Sense of Hope<div>Nadia’s Story</div><div>Professional Learning as Purposeful</div><div>Conclusion</div><div>References</div><div><div>5 Experiencing Professional Learning as Work Intensive</div><div>Introduction</div><div>Under Pressure</div><div>Liz and the Burden of Professional Learning</div><div>Heather and the Lifting of the Burden</div><div>Losing Positivity as a Professional Learner</div><div>No Time or Motivation to Reflect</div><div>Fear of Judgement</div><div>Possibilities</div><div>Conclusion</div><div>References</div><div>6 Professional Learning as an Act of Compliance</div><div>Introduction</div><div>Success Is Mine</div><div>It Is Not My Fault</div><div>Damien: Unable to See the Point</div><div>Mark: Doing What Is Required</div><div>My Successes Are Mine and My Failures Are Yours</div><div>A Change in Attitude to Professional Learning</div><div>Getting Stuck</div><div>Professional Learning as Compliance</div><div>A Compliance Regime</div><div>Conclusion</div><div>References</div><div>7 Focusing on the Future</div><div>Introduction</div><div>The Book in Review</div><div>A Profile of Professional Learner Identities</div><div>Implications for Schools</div><div>Implications for Policy</div><div>Implications for Future Educational Research</div><div>Conclusion</div><div>References</div></div>
<div><div><div><div>Ellen Larsen is Lecturer in Curriculum and Pedagogy at the University of Southern Queensland, Australia. Her research interests include teacher educator practice and professionalism.</div><div><br></div><div>Jeanne Allen is Associate Professor of Teacher Education and the Higher&nbsp;Degree Research Convenor in the School of Education and Professional Studies at Griffith University, Australia. Her research expertise is in teacher education, standardised educational contexts, teacher identity and student engagement and retention.</div></div></div></div><div><br></div>
Drawing upon data from an Australian study, this book gives voice to beginning teachers navigating their way through their first year of teaching and discovering what it means to be professional learners. The chapters within provide rich insights into the ways in which beginning teachers make sense of the new and challenging experiences they face during the first year of teaching, and how these influence the development of their learner identities at this formative time of their careers. Professional learning, in response to teacher standards and associated accountability measures, often fails to acknowledge the importance of internal motivation and attitude to beginning teachers’ sense of a professional learner identity. This book offers policy makers, teacher educators, school leaders, mentors and teachers a way of thinking about how beginning teachers can be supported to grow professionally and construct their identities as professional learners.&nbsp;
<p>Shares the perspective of new teachers in their first year within the profession</p><p>Provides new teachers with the skills to handle their first year of work</p><p>Builds upon data from a pioneering Australian study</p>

Diese Produkte könnten Sie auch interessieren:

Diversity Training for Classroom Teaching
Diversity Training for Classroom Teaching
von: Caroline S. Clauss-Ehlers
PDF ebook
53,49 €
Non-Formal Education
Non-Formal Education
von: Alan Rogers
PDF ebook
223,63 €
Community Schools in Africa
Community Schools in Africa
von: Deborah Glassman, Chloe O'Gara, Kristin Helmore, Jordan Naidoo, Fred Wood
PDF ebook
53,49 €