Rethinking Teacher Professional Development
Designing and Researching How Teachers Learn
1st Edition
Published on 29. November 2024
Book
Paperback/Softback
230 pages
978-1-032-14664-5 (ISBN)
Description
This book presents a new set of ideas to challenge established thinking and to guide researching and designing teacher professional development. Grounded in the work of the Learning4Teaching Project which documented public-sector teachers' experiences and learning from professional development in three countries, the volume presents a sociomaterial perspective on teacher sensemaking. This teacher-centered perspective disputes the "conventional calculus" in which teachers learn content that they apply in their classrooms. Part I outlines conventional issues in how teacher learning and professional development have been conceptualized and studied; Part II introduces a new group of concepts that rethink these assumptions; and Part III offers important insights to inform professional development across disciplines, cultures, and contexts.
Written by a leading international teacher educator in an accessible style that incorporates visual representations and project data, the book will appeal to practitioners, scholars, and researchers who design and research how teachers learn in professional development.
Written by a leading international teacher educator in an accessible style that incorporates visual representations and project data, the book will appeal to practitioners, scholars, and researchers who design and research how teachers learn in professional development.
More details
Series
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Professional and scholarly
Academic and Postgraduate
Illustrations
21 s/w Tabellen, 45 s/w Abbildungen, 45 s/w Zeichnungen
21 Tables, black and white; 45 Line drawings, black and white; 45 Illustrations, black and white
Dimensions
Height: 229 mm
Width: 152 mm
Thickness: 14 mm
Weight
368 gr
ISBN-13
978-1-032-14664-5 (9781032146645)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Donald Freeman
Rethinking Teacher Professional Development
Designing and Researching How Teachers Learn
E-Book
07/2023
1st Edition
Routledge
€53.99
Available for download
Donald Freeman
Rethinking Teacher Professional Development
Designing and Researching How Teachers Learn
E-Book
07/2023
1st Edition
Routledge
€53.99
Available for download
Donald Freeman
Rethinking Teacher Professional Development
Designing and Researching How Teachers Learn
Book
07/2023
1st Edition
Routledge
€206.40
Shipment within 10-20 days
Person
Donald Freeman is Professor of Education at the University of Michigan, with visiting appointments at Aston University and the University of Graz.
Content
Introduction: The three meanings of Learning4Teaching PART ONE: Designing and researching teacher professional development Chapter 1. How conventional thinking has led to a 'calculus" of teacher professional development Chapter 2. Knowing-into-doing: Mapping the organization of teacher professional development Chapter 3. How teacher learning became recognized as a form of learning Chapter 4. Researching teacher professional development: The assemblage, the social geography, and the shadows on the periphery PART TWO: Learning4Teaching PREAMBLE: The Learning4Teaching project and its ideas Chapter 5. Availability and access to professional development: How teacher participation is shaped Chapter 6. (mis)Alignment in professional development Chapter 7. Uptake, usefulness, and use: How professional development moves into teaching Chapter 8. Naming and learning content in professional development: The currency of social facts PART THREE: Rethinking: the Learning4Teaching argument Chapter 9. Learning4Teaching: Researching teacher professional learning at scale Chapter 10. Rethinking teacher professional development: The argument for Learning4Teaching