Workplace Learning in Teacher Education [electronic resource] : International Practice and Policy / edited by Olwen McNamara, Jean Murray, Marion Jones.
Erişim Adresi
ISBN
9789400778269
Dil Kodu
İngilizce
Yer Numarası
DK/6536
Basım Bildirimi
1st ed. 2014.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 2014.
Fiziksel Niteleme
XIV, 315 p. 14 illus. online resource.
Dizi
Professional Learning and Development in Schools and Higher Education, 2543-0556 ; 10
İçindekiler Notu
1. Framing Workplace Learning -- 2. Developing a Multi-layered System of Distributed Expertise: What Does Cultural Historical Theory Bring to Understandings of Workplace Learning in School-University Partnerships?- 3. Developing Knowledge for Qualified Professionals -- 4. Work-based, Accredited Professional Education: Insights from Medicine -- 5. ‘In This Together’: Developing University-Workplace Partnerships in Initial Professional Training for Practitioner Educational Psychologists -- 6. Disentangling What it Means to Be a Teacher in the Twenty-first Century: Policy and Practice in Teachers’ Continuing Professional Learning -- 7. Pulling Learning Through: Building the Profession’s Skills in Making Use of Workplace Coaching Opportunities -- 8. Empowering Teachers as Learners: Continuing Professional Learning Programmes as Sites for Critical Development in Pedagogical Practice -- 9. Lesson Study in a Performative Culture -- 10. The Policy Context of Teachers’ Workplace Learning: The Case for Research-based Professionalism in Teacher Education in England -- 11. Workplace Learning in Pre-service Teacher Education: An English Case Study -- 12. Work-based Learning in Teacher Education: A Scottish Perspective -- 13. ‘Learningplace’ Practices and Initial Teacher Education in Ireland: Knowledge Generation, Partnerships and Pedagogy -- 14. Teacher Learning in the Workplace in Initial Teacher Education in Portugal: Potential and Limits from a Student Teacher Perspective -- 15. Learning to Teach in Norway: A Shared Responsibility -- 16. Teaching as a Master’s Level Profession in Finland: Theoretical Reflections and Practical Solutions -- 17. Improving Workplace Learning in Teacher Education.
Özet, vb.
This book explores teacher workplace learning from four different perspectives: social policy, international comparators, multi-professional stances/perspectives and socio-cultural theory. First, it considers the policy and practice context of professional learning in teacher education in England, and the rest of the UK, with particular reference to professional masters level provision. The importance of teachers’ and schools’ perceptions of improvement, development and learning, and the inherent tensions between individual, school and government priorities is explored. Second, the book considers models of teacher workplace learning to be found in international research and practice to explore what perspective they can bring to understanding policy and practice relating to workplace learning in the UK. Third, it draws on cross-professional analysis to get an intellectual and theoretical purchase on workplace learning by examining how insights from across the professions can provide us with useful perspectives on policy and practice. The analysis draws particularly on insights from medicine and educational psychology. Fourth, the book cross-fertilises research and practice across the field of education by drawing on insights from perspectives such as socio-cultural and activity theory and situated learning/cognition to discover what they can offer in analysing the theoretical and pedagogic underpinnings of teacher workplace learning. In short, the book offers a number of contexts for exploring how best to conceptualise and theorise learning in the workplace in order to generate evidence to inform policy and practice and facilitates the development of a more theoretically informed and robust model of workplace learning and teaching.
Konu
Teachers __ Training of.
Education and state.
International education .
Comparative education.
Teaching and Teacher Education.
Educational Policy and Politics.
International and Comparative Education.
Education and state.
International education .
Comparative education.
Teaching and Teacher Education.
Educational Policy and Politics.
International and Comparative Education.
Diğer Yazarlar
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
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490 1 |aProfessional Learning and Development in Schools and Higher Education,|x2543-0556 ;|v10
505 0 |a1. Framing Workplace Learning -- 2. Developing a Multi-layered System of Distributed Expertise: What Does Cultural Historical Theory Bring to Understandings of Workplace Learning in School-University Partnerships?- 3. Developing Knowledge for Qualified Professionals -- 4. Work-based, Accredited Professional Education: Insights from Medicine -- 5. ‘In This Together’: Developing University-Workplace Partnerships in Initial Professional Training for Practitioner Educational Psychologists -- 6. Disentangling What it Means to Be a Teacher in the Twenty-first Century: Policy and Practice in Teachers’ Continuing Professional Learning -- 7. Pulling Learning Through: Building the Profession’s Skills in Making Use of Workplace Coaching Opportunities -- 8. Empowering Teachers as Learners: Continuing Professional Learning Programmes as Sites for Critical Development in Pedagogical Practice -- 9. Lesson Study in a Performative Culture -- 10. The Policy Context of Teachers’ Workplace Learning: The Case for Research-based Professionalism in Teacher Education in England -- 11. Workplace Learning in Pre-service Teacher Education: An English Case Study -- 12. Work-based Learning in Teacher Education: A Scottish Perspective -- 13. ‘Learningplace’ Practices and Initial Teacher Education in Ireland: Knowledge Generation, Partnerships and Pedagogy -- 14. Teacher Learning in the Workplace in Initial Teacher Education in Portugal: Potential and Limits from a Student Teacher Perspective -- 15. Learning to Teach in Norway: A Shared Responsibility -- 16. Teaching as a Master’s Level Profession in Finland: Theoretical Reflections and Practical Solutions -- 17. Improving Workplace Learning in Teacher Education.
520 |aThis book explores teacher workplace learning from four different perspectives: social policy, international comparators, multi-professional stances/perspectives and socio-cultural theory. First, it considers the policy and practice context of professional learning in teacher education in England, and the rest of the UK, with particular reference to professional masters level provision. The importance of teachers’ and schools’ perceptions of improvement, development and learning, and the inherent tensions between individual, school and government priorities is explored. Second, the book considers models of teacher workplace learning to be found in international research and practice to explore what perspective they can bring to understanding policy and practice relating to workplace learning in the UK. Third, it draws on cross-professional analysis to get an intellectual and theoretical purchase on workplace learning by examining how insights from across the professions can provide us with useful perspectives on policy and practice. The analysis draws particularly on insights from medicine and educational psychology. Fourth, the book cross-fertilises research and practice across the field of education by drawing on insights from perspectives such as socio-cultural and activity theory and situated learning/cognition to discover what they can offer in analysing the theoretical and pedagogic underpinnings of teacher workplace learning. In short, the book offers a number of contexts for exploring how best to conceptualise and theorise learning in the workplace in order to generate evidence to inform policy and practice and facilitates the development of a more theoretically informed and robust model of workplace learning and teaching.
650 0|aTeachers|xTraining of.
650 0|aEducation and state.
650 0|aInternational education .
650 0|aComparative education.
650 14|aTeaching and Teacher Education.
650 24|aEducational Policy and Politics.
650 24|aInternational and Comparative Education.
700 1 |aMcNamara, Olwen.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aMurray, Jean.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aJones, Marion.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
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773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789400778252
776 08|iPrinted edition:|z9789400778276
776 08|iPrinted edition:|z9789402400076
830 0|aProfessional Learning and Development in Schools and Higher Education,|x2543-0556 ;|v10
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001 805214
003 TR_AnAIT
005 20260126235708
007 cr nn 008mamaa
008 131113s2014 ne | s |||| 0|eng d
020 |a9789400778269|9978-94-007-7826-9
024 7 |a10.1007/978-94-007-7826-9|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB1705-2286
072 7|aJNMT|2bicssc
072 7|aEDU053000|2bisacsh
072 7|aJNMT|2thema
082 04|a370.711|223
090 |aDK/6536
245 10|aWorkplace Learning in Teacher Education|h[electronic resource] :|bInternational Practice and Policy /|cedited by Olwen McNamara, Jean Murray, Marion Jones.
250 |a1st ed. 2014.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2014.
300 |aXIV, 315 p. 14 illus.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aProfessional Learning and Development in Schools and Higher Education,|x2543-0556 ;|v10
505 0 |a1. Framing Workplace Learning -- 2. Developing a Multi-layered System of Distributed Expertise: What Does Cultural Historical Theory Bring to Understandings of Workplace Learning in School-University Partnerships?- 3. Developing Knowledge for Qualified Professionals -- 4. Work-based, Accredited Professional Education: Insights from Medicine -- 5. ‘In This Together’: Developing University-Workplace Partnerships in Initial Professional Training for Practitioner Educational Psychologists -- 6. Disentangling What it Means to Be a Teacher in the Twenty-first Century: Policy and Practice in Teachers’ Continuing Professional Learning -- 7. Pulling Learning Through: Building the Profession’s Skills in Making Use of Workplace Coaching Opportunities -- 8. Empowering Teachers as Learners: Continuing Professional Learning Programmes as Sites for Critical Development in Pedagogical Practice -- 9. Lesson Study in a Performative Culture -- 10. The Policy Context of Teachers’ Workplace Learning: The Case for Research-based Professionalism in Teacher Education in England -- 11. Workplace Learning in Pre-service Teacher Education: An English Case Study -- 12. Work-based Learning in Teacher Education: A Scottish Perspective -- 13. ‘Learningplace’ Practices and Initial Teacher Education in Ireland: Knowledge Generation, Partnerships and Pedagogy -- 14. Teacher Learning in the Workplace in Initial Teacher Education in Portugal: Potential and Limits from a Student Teacher Perspective -- 15. Learning to Teach in Norway: A Shared Responsibility -- 16. Teaching as a Master’s Level Profession in Finland: Theoretical Reflections and Practical Solutions -- 17. Improving Workplace Learning in Teacher Education.
520 |aThis book explores teacher workplace learning from four different perspectives: social policy, international comparators, multi-professional stances/perspectives and socio-cultural theory. First, it considers the policy and practice context of professional learning in teacher education in England, and the rest of the UK, with particular reference to professional masters level provision. The importance of teachers’ and schools’ perceptions of improvement, development and learning, and the inherent tensions between individual, school and government priorities is explored. Second, the book considers models of teacher workplace learning to be found in international research and practice to explore what perspective they can bring to understanding policy and practice relating to workplace learning in the UK. Third, it draws on cross-professional analysis to get an intellectual and theoretical purchase on workplace learning by examining how insights from across the professions can provide us with useful perspectives on policy and practice. The analysis draws particularly on insights from medicine and educational psychology. Fourth, the book cross-fertilises research and practice across the field of education by drawing on insights from perspectives such as socio-cultural and activity theory and situated learning/cognition to discover what they can offer in analysing the theoretical and pedagogic underpinnings of teacher workplace learning. In short, the book offers a number of contexts for exploring how best to conceptualise and theorise learning in the workplace in order to generate evidence to inform policy and practice and facilitates the development of a more theoretically informed and robust model of workplace learning and teaching.
650 0|aTeachers|xTraining of.
650 0|aEducation and state.
650 0|aInternational education .
650 0|aComparative education.
650 14|aTeaching and Teacher Education.
650 24|aEducational Policy and Politics.
650 24|aInternational and Comparative Education.
700 1 |aMcNamara, Olwen.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aMurray, Jean.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aJones, Marion.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789400778252
776 08|iPrinted edition:|z9789400778276
776 08|iPrinted edition:|z9789402400076
830 0|aProfessional Learning and Development in Schools and Higher Education,|x2543-0556 ;|v10
856 40|uhttps://doi.org/10.1007/978-94-007-7826-9
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
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