Teacher Learning That Matters (eBook, PDF)

International Perspectives
Redaktion: Kooy, Mary; Veen, Klaas van

• Format: PDF

Produktbeschreibung

In the continuing global call for educational reforms and change, the contributors in this edited collection address the critical issue of teacher learning from diverse national contexts and perspectives. They define "teacher learning that matters" as it shapes and directs pedagogical practices with the goal of improving student learning.

This book weaves together major studies, research findings and theoretical orientations to represent a globalized network of inquiries into the what, how and why of teacher learning that shapes teacher skill and knowledge. Teacher learning matters on an international scale because teachers are the portals through which any initiative for change and reform is realized. Recognizing that a highly skilled teaching force is instrumental to improving student achievement adds import to generating interactive dialogue on teacher learning around the globe.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 294
• Erscheinungstermin: 27. Februar 2012
• Englisch
• ISBN-13: 9781136651359
• Artikelnr.: 38275064

Autorenporträt

Mary Kooy is an Associate Professor in the Department of Curriculum, Teaching and Learning and Director of the Centre for Teacher Education and Development at the Ontario Institute for Studies in Education of the University of Toronto in Canada. Klaas van Veen is an Associate Professor at ICLON Graduate School of Teaching, Leiden University in the Netherlands, where he is involved in the teacher education program and research.

Inhaltsangabe

Preface: Introducing the Landscapes of Teacher Learning That Matters.
Section 1: Orienting the Way on the Landscape 1. What Makes Teacher
Professional Development Effective? A Literature Review Klaas van Veen,
Rosanne Zwart and Jacobiene Meirink 2. Professional Community and
Professional Development in the Learning-Centered School Judith Warren
Little Section 2: Perspectives for Teacher Learning in Multiple Contexts
3. Professional Learning: Creating Conditions for Developing Knowledge of
Teaching John Loughran 4. A Multi-Metaphorical Model for Teacher Knowledge
and Teacher Learning John Wallace and Judith Mulholland 5. The
Transformative Potential of Teacher and Student Voices: Reframing
Relationships for Learning Mary Kooy and Dana Colarusso 6. Professional
Development Through a Teacher-as-Curriculum Maker Lens Cheryl Craig
Section 3: Foundations for Developing the Self in Teacher Learning 7.
Promoting Quality from Within: A New Perspective on Professional
Development in Schools Saskia Attema-Noordewier, Fred Korthagen and Rosanne
Zwart 8. Critical Moments as Heuristics to Transform Learning and Teacher
Identity Paulien C. Meijer and Helma W. Oolbekkink 9. Writing and
Professional Learning: A "Dialogic Interaction" Graham Parr and Brenton
Doecke 10. Exploring Discursive Practices of Teacher Learning in a
Cross-Institutional Professional Community in China Issa Danjun Ying
Section 4: Professional Learning for Teacher Practice 11. Partnerships for
Professional Renewal: The Development of a Masters Program for Teacher
Professional Learning Helen Mitchell and Alex Alexandrou 12. Open-Ended
Scientific Inquiry in a Non-Formal Setting: Cognitive, Affective and Social
Aspects of In-Service Elementary Teachers¿ Development Stella
Hadjiachilleos and Lucy Avraamidou 13. From Concept to School Practice:
Professional Learning for Sustainable Change in the Primary Science
Classroom Pernilla Nilsson Section 5: Stepping Back by Stepping In:
Re-Viewing the Landscape 14. Stepping Back and Stepping In: Concluding
Thoughts on the Landscapes of Teacher Learning That Matters Klaas van Veen
and Mary Kooy