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2010, ISBN: 9789048169337

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This book presents some highlights from the deliberations of the 2003 conference of the International Study Association on Teachers and Teaching (ISATT). Part 1 presents the five keynote … Meer...

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Erscheinungsdatum: 19.10.2010, Medium: Taschenbuch, Einband: Kartoniert / Broschiert, Titel: Teacher Professional Development in Changing Conditions, Auflage: Softcover reprint of hardcov… Meer...

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Beijaard, Douwe (Herausgeber); Harm, Tillema (Herausgeber); Meijer, Pauline C. (Herausgeber); Morine-Dershimer, Greta (Herausgeber):
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2010, ISBN: 904816933X

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Beijaard, Douwe (Herausgeber); Harm, Tillema (Herausgeber); Meijer, Pauline C. (Herausgeber); Morine-Dershimer, Greta (Herausgeber):
Teacher Professional Development in Changing Conditions - pocketboek

2010, ISBN: 904816933X

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Teacher Professional Development in Changing Conditions

This book presents some highlights from the deliberations of the 2003 conference of the International Study Association on Teachers and Teaching (ISATT). Part 1 presents the five keynote addresses of the conference, while Parts 2 through 4 present selected papers related to each of three sub-themes: knowledge construction and learning to teach, perspectives on teachers' personal and professional lives, and teachers' workplace as context for learning. The chapters in this book provide an array of approaches to understanding the process of teacher learning within the current context of the changing workplace environment. They also provide an important international perspective on the complex issues revolving around the international educational reform movement. Basically, they show how teachers' workplace (inside and outside schools) are more than ever subject to continuous change and that, subsequently, standards for teaching must be flexible to these changing conditions. This asks for a redefinition of teacher professionalism in which the role of context in teacher learning is emphasized as well as the improvement of the quality of teacher thinking and learning. Related to the ever-changing context of teaching, a dynamic approach to teaching and teacher learning is required, in which identity development is crucial. Researchers have an important role to play in revealing and explaining how teachers can build their professional identity, through self-awareness and reflection, in the ever-changing educational contexts throughout the world.

Gedetalleerde informatie over het boek. - Teacher Professional Development in Changing Conditions


EAN (ISBN-13): 9789048169337
ISBN (ISBN-10): 904816933X
Gebonden uitgave
pocket book
Verschijningsjaar: 2010
Uitgever: Springer-Verlag GmbH
372 Bladzijden
Gewicht: 0,592 kg
Taal: eng/Englisch

Boek bevindt zich in het datenbestand sinds 2011-03-27T21:07:11+02:00 (Amsterdam)
Detailpagina laatst gewijzigd op 2021-05-27T11:57:54+02:00 (Amsterdam)
ISBN/EAN: 9789048169337

ISBN - alternatieve schrijfwijzen:
90-481-6933-X, 978-90-481-6933-7


Gegevens van de uitgever

Auteur: Douwe Beijaard; Pauline C. Meijer; Greta Morine-Dershimer; Tillema Harm
Titel: Teacher Professional Development in Changing Conditions
Uitgeverij: Springer; Springer Netherland
364 Bladzijden
Verschijningsjaar: 2010-10-19
Dordrecht; NL
Gedrukt / Gemaakt in
Gewicht: 0,594 kg
Taal: Engels
181,89 € (DE)
186,99 € (AT)
200,50 CHF (CH)
POD

BC; Previously published in hardcover; Hardcover, Softcover / Pädagogik; Pädagogik; Verstehen; education; professional learning; teacher education; teacher learning; B; Education, general; Teaching and Teacher Education; Education; Teaching and Teacher Education; Education; Lehrerausbildung; BB

Introductory chapter: Trends and Themes in Teachers’Working and Learning Environment Part I: Perspectives on Knowledge, Context and Learning by Teachers. Knowledge Construction and Learning to Teach about Teaching. Shifting Stories to Live by: Interweaving the personal and professional in teachers’ lives. The Crucible of the Classroom: A learning environment for teachers or a site of crucifixion? Practice, Theory, and Person in Life-Long Professional Learning. New Methods and Perspectives on Teacher Evaluation: Who evaluates what and for which purposes? Part 2: Knowledge Construction and Learning to Teach. Analyzing Teacher Knowledge in its Interactional Positioning. Reconstructing Knowledge-in-Action: Learning from the authority of experience as a first-year teacher. Revisiting Teaching Archetypes: Re-conceptualising student teachers’ lay theories and identities. Developing Science Teachers’ Knowledge on Models and Modelling. It’s about Time: Issues of time in knowledge construction for preservice and practising teachers in school context. Part 3: Perspectives on Teachers’ Personal and Professional Lives. The Authentic Teacher. The Impact of Program Adoption on Teachers’ Professional Lives. Comprehensive Development of Teachers Based on In-depth Portraits of Teacher Growth. Reconstructing Teacher Identity through Efficacy for Community Engagement. The Dichotomy between Large-Scale Reform Rhetoric and the Perceptions of School-based Practitioners. Part 4: Teachers’ Workplace as Context for Learning. Learning from ‘Interpreted’ Work Contexts: Planned educational change and teacher development. What Do We Mean by Career-Long Professional Growth and how Can We Get It? Resiliency, Resistance and Persistence to Be an Urban Teacher: Creating standards that respond to the context of knowledge construction and learning to teach about teaching. Design and MethodologicalIssues Related to Research on Partnerships between Teacher Education Institutions and Schools. Teachers’ Perception of Their Professional Autonomy in the Environment of Systemic Change. List of Contributors

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