Teachers as Professional Learners

Contextualising Identity across Policy and Practice
1. Auflage 2021
ISBN: 978-3-030-65930-1
Verlag: Springer International Publishing

Buch, Englisch, 196 Seiten, Format (B × H): 153 mm x 216 mm, Gewicht: 423 g

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. 

Zielgruppe

Research

Autoren/Hrsg.

Allen, Jeanne Maree

Larsen, Ellen

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Differentielle Psychologie, Persönlichkeitspsychologie
• Sozialwissenschaften Pädagogik Berufliche Bildung Berufs- und Studienberatung, Karriereplanung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

1. Contextualising Teacher Professional Learning in Practice and Policy.- 2. Teachers as Professional Learners.- 3. Researching Beginning Teacher Professional Learning Identity.-  4.Understanding Professional Learning as Purposeful.- 5. Experiencing Professional Learning as Work Intensive.- 6. Professional Learning as an Act of Compliance.- 7. Focusing on the Future.

Über Autor(innen)

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.