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Teachers as Professional Learners - Allen, Jeanne Maree

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        Avis sur Teachers As Professional Learners de Allen, Jeanne Maree Format Relié  - Livre Science humaines et sociales, Lettres

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        Présentation Teachers As Professional Learners de Allen, Jeanne Maree Format Relié

         - Livre Science humaines et sociales, Lettres

        Livre Science humaines et sociales, Lettres - Allen, Jeanne Maree - 01/01/2021 - Relié - Langue : Anglais

        . .

      • Auteur(s) : Allen, Jeanne Maree - Larsen, Ellen
      • Editeur : Springer International Publishing Ag
      • Langue : Anglais
      • Parution : 01/01/2021
      • Format : Moyen, de 350g à 1kg
      • Nombre de pages : 236
      • Expédition : 423
      • Dimensions : 21.6 x 15.3 x 1.8
      • ISBN : 3030659305



      • Résumé :
        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. ...

        Biographie:

        Ellen Larsen is Lecturer in Curriculum and Pedagogy at the University of Southern Queensland, Australia. Her research interests include teacher educator practice and professionalism.
        Jeanne Allen is Associate Professor of Teacher Education and the Higher 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.
        ...

        Sommaire:

        1 Contextualising Teacher Professional Learning in Practice and Policy
        Introduction
        Entering the Teaching Profession
        A Focus on Professional Learning
        Professional Learning in Policy
        References
        2 Teachers as Professional Learners
        Introduction
        The Experiences of Beginning Teachers
        Professional Learning
        The Beginning Teacher as Professional Learner
        Teacher Identity and the Professional Learner
        Conclusion
        References
        3 Researching Beginning Teacher Professional Learning Identity
        Introduction
        Beginning Teachers Making Meaning of Their Experiences
        Types of Interpretations
        Dimension of Locus
        Dimension of Stability
        Dimension of Controllability
        Responses to Interpretations
        Locus and Self-Efficacy
        Stability and Hope
        Controllability and Motivation
        The Dimensions in Concert
        Attribution Style and the Professional Learner
        The Process of Making Meaning
        Conducting the Study
        Selecting and Adapting the Survey
        Collecting Survey Data
        Analysing Survey Data
        Preparing for Interviews
        Conducting Interviews
        Analysing Interview Data
        Reporting Methods
        Conclusion
        References
        4 Understanding Professional Learning as Purposeful
        Introduction
        A Balanced Way of Perceiving Causality
        The Complexity of Teachers' Work
        Shared Responsibility
        Shared Control
        A Sense of Hope
        Nadia's Story
        Professional Learning as Purposeful
        Conclusion
        References
        5 Experiencing Professional Learning as Work Intensive
        Introduction
        Under Pressure
        Liz and the Burden of Professional Learning
        Heather and the Lifting of the Burden
        Losing Positivity as a Professional Learner
        No Time or Motivation to Reflect
        Fear of Judgement
        Possibilities
        Conclusion
        References
        6 Professional Learning as an Act of Compliance
        Introduction
        Success Is Mine
        It Is Not My Fault
        Damien: Unable to See the Point
        Mark: Doing What Is Required
        My Successes Are Mine and My Failures Are Yours
        A Change in Attitude to Professional Learning
        Getting Stuck
        Professional Learning as Compliance
        A Compliance Regime
        Conclusion
        References
        7 Focusing on the Future
        Introduction
        The Book in Review
        A Profile of Professional Learner Identities
        Implications for Schools
        Implications for Policy
        Implications for Future Educational Research
        Conclusion
        References

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