Linor Hadar, David Brody

Teacher Educators' Professional Learning in Communities (eBook, PDF)

• Format: PDF

Produktbeschreibung

This book explores the professional development of teacher educators using the communal model of learning. Learning in groups has proved to be a major avenue for supporting such development and change, but one which has so far been neglected in regards to teacher educator development. The book aims to examine such communities in order to identify factors that promote or hinder professional learning for participants.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 190
• Erscheinungstermin: 10. November 2016
• Englisch
• ISBN-13: 9781317292517
• Artikelnr.: 47138055

Autorenporträt

Linor L. Hadar is an Assistant Professor (senior lecturer) at Beit-Berl College of Education and teaching fellow at the University of Haifa, Israel.

David L. Brody is Assistant Professor, Academic Dean, and Chair of the Early Childhood Department at the Efrata College of Education in Jerusalem.

Inhaltsangabe

Introduction: Teacher educators and their professional learning Part 1.
Building and exploring communities for professional learning of teacher
educators 1. The use of communities for the professional development of
teacher educators 2. A Picture of Practice 3. Researching a professional
learning community Part 2. Organizational features of professional learning
communities for teacher educators 4. Creating a safe environment for
learning 5. Talk about student learning 6. Group reflection and feedback 7.
Continuity 8. Engaging teacher educators in research 9. The role of the
facilitator Part 3. Teacher educators' individual processes within the
community 10. Breaking of professional isolation 11. How change and
transition occur in the community 12. Withdrawal from the goals of the
community and individual defenses to learning Part 4. Influences and
implications for the professional learning among teacher educators 13. How
in house communities affect the culture of the institution 14. Conclusions
and implications about professional learning