Teachers as Learners
Critical Discourse on Challenges and Opportunities
Published on 6. November 2012
Book
Paperback/Softback
XIV, 350 pages
978-94-007-3315-2 (ISBN)
Description
In the worldwide movements of educational reform, educators are forging new roles, identities and relationships. Leadership is vital, but must be rooted in the capacity for learning. This volume responds to the tensions and paradoxes brought by educational reforms, presenting a critical discourse on teachers as learners. The contributions bring an array of cultural settings and methodological orientations, and reveal contextual burdens that teachers should not carry in isolation. Teachers' learning demands collective engagement to turn challenges into opportunities in a sustainable quest for higher goals. The discourse concludes with a vision for a new relationship among educational workers as a joint force of learners in a cross-boundary endeavor for moral commitment to education.
Reviews / Votes
From the reviews:
"The book is an outgrowth of a meeting in Hong Kong of the World Assembly of the International Council on Education for Teaching (ICET). The result is a thorough and thoughtful examination of the role of the teacher as both a source of knowledge and a person who is in the process of learning. . should be read by every professor of education, every student teacher, every teacher, every principal, every school board member, and every superintendent." (Linda Wanner, Internationale Zeitschrift für Erziehungswissenschaft, Vol. 56 (4), 2010)More details
Series
Edition
2010
Language
English
Place of publication
Dordrecht
Netherlands
Target group
Professional and scholarly
Research
Illustrations
biography
Dimensions
Height: 23.5 cm
Width: 15.5 cm
Weight
557 gr
ISBN-13
978-94-007-3315-2 (9789400733152)
DOI
10.1007/978-90-481-9676-0
Schweitzer Classification
Other editions
Additional editions
Book
09/2010
Springer
€160.49
Shipment within 15-20 days
Content
Contents.-List of Abbrevations.-List of Tables.-List of Figures.-Foreword.-Gaalen ERICKSON.-Introduction.-Ora Kwo.-Research Stances on Learning and Teaching.-Research and Teacher Learning: Taking an Inquiry Stance.-Marilyn COCHRAN-SMITH & Kelly DEMERS.-Telling Stories: Understanding Teachers' Identity in a Context.-of Curriculum Innovation.-YING Dan-Jun, Issa, HUANG Ai-Feng & ZHENG Zhi-Lian.-Understanding Korean Children's L2 Dialogue Journals:.-Towards a Model of Creative Apprenticeship for Integrating.-Teachers and Learning
KIM Mi-Song.-Teaching about Indigenous Forms of Knowledge:.-Insights from Non- Indigenous Teachers of Visual Arts.-Education in New Zealand.-Jill Smith.-Initial Teacher Education.-Mediating Inquiry: Using Videos of Exemplary Teaching in.-Pre-service Teachers Education
CHENG Man-Wai, WONG SIU-Ling, YUNG Hin-Wai, Benyy & Derek HODSON.-Working and Learning Under Pressure: Reflexivity on Teacher Experience and Development.- Alex MOORE.- From SET to STELT: Seeking the Meaning of Learning as a Community for Curriculum Development.-Ora KWO.-Continuing Professional Development.-Lost in Translation: Mentors Learning to Participate in Competing Discourse of Practice.-Lily ORLAND-BARAK.-The Role of the Headteacher in Teachers' Continuing.-Professional Development.-Michael AIELLO & Kevin WATSON.-Mentoring as a Key Strategy in the Development of a Community of Reflective Practitioners in Tertiary Education.-Ruth GORINSKI , Cath FRASER & Lyn AYO.-
Policy Concerns for the Teaching Profession.-Lessons on Reform: A Story of Teaching as Lived Practice.-Warren Mark LIEW.-Professional Standards: A Context for Teachers as Learners.-
In Victorian Schools .-Geoff EMMETT.-Professional Education for Teachers: Lessons from Other .-Professions .-Robert J. Yinger .-Conclusion.-Teachers as Learners: A Moral Commitment .-Ora KWO.-Notes on the Authors.-Index.