Theories of Professional Learning

A Critical Guide for Teacher Educators
1. Auflage 2014
ISBN: 978-1-909682-33-7
Verlag: Taylor & Francis Ltd (Sales)

Buch, Englisch, 96 Seiten, Format (B × H): 153 mm x 231 mm, Gewicht: 166 g

Reihe: Critical Guides for Teacher Educators

An essential guide to a number of important theories of professional learning, of particular value both to those taking on new responsibilities in relation to initial teacher education (ITE) and those interested in developing new ways of working in partnership.  Each chapter provides a concise and critical overview of a key theory and then considers how it might impact on the processes and organisation of teacher education, drawing on key pieces of literature throughout. The book responds to the growth of interest and research in professional and work-based learning including ideas such as communities of practice, activity theory and socio-cultural theory alongside already established models such as those of Schön, Eraut and Shulman. In addition changing models of teacher education mean there are new ways of understanding professional learning as practices, roles and identities are re-established.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Philpott, Carey

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

1. Introduction – an overview of recent development of theories of professional learning 2. Experiential Learning - Kolb 3. The Reflective Practitioner - Argyris and Schon 4. Pedagogical Content Knowledge - Shulman 5. Professional Knowledge and Competence - Eraut 6. Communities of Practice - Lave and Wenger 7. Cultural Historical Activity Theory - Engestrom 8. Conclusion

Über Autor(innen)

Carey Philpott was Professor of Teacher Education at Leeds Beckett University.  Before this he worked at Oxford Brookes University, the University of Cumbria and the University of Strathclyde.  Before working in Teacher Education, Carey was an English and Drama Teacher in secondary schools in Glasgow and London and a mentor for student teachers on PGCE courses.  His research interests included teachers’ collaborative professional development, teachers as researchers, evidence-based teaching and the relationship between teachers’ learning and learning in the health professions.

Ian Menter (AcSS) is Professor of Teacher Education and Director of Professional Programmes in the Department of Education at the University of Oxford.  He previously worked at the Universities of Glasgow, the West of Scotland, London Metropolitan, the West of England and Gloucestershire.  Before that he was a primary school teacher in Bristol, England.  His most recent publications include A Literature Review on Teacher Education for the 21st Century (Scottish Government) and A Guide to Practitioner Research in Education (Sage).  His work has also been published in many academic journals.