Teaching: Professionalisation, Development and Leadership [electronic resource] : Festschrift for Professor Eric Hoyle / edited by David Johnson, Rupert Maclean.
Erişim Adresi
ISBN
9781402081866
Dil Kodu
İngilizce
Yer Numarası
DK/7834
Basım Bildirimi
1st ed. 2008.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 2008.
Fiziksel Niteleme
XIV, 317 p. online resource.
İçindekiler Notu
The Professionalization of Teaching -- Hoyle: Ambiguity, Serendipity, and Playfulness -- The Predicament of the Teaching Profession and the Revival of Professional Authority: A Parsonian Perspective -- Under ‘Constant Bombardment’: Work Intensification and the Teachers' Role -- Teacher Professionalization in Hong Kong: Historical Perspectives -- Teacher Professional Identity Under Conditions of Constraint -- Teachers and Their Development -- Does the Teaching Profession Still Need Universities? -- Professional Development for School Improvement: Are Changing Balances of Control Leading to the Growth of a New Professionalism? -- Teacher Professionalism and Teacher Education in Hong Kong -- The Enablement of Teachers in the Developing World: Comparative Policy Perspectives -- Leadership and Management in Support of Teachers -- Professional Learning Communities and Teachers' Professional Development -- Towards Effective Management of a Reformed Teaching Profession -- Organization and Leadership in Education: Changing Direction -- The Development of Educational Leaders in Malaysia: The Creation of a Professional Community -- Teaching as a Profession: Personal Perspectives -- Professional Freedom: A Personal Perspective -- From Loose to Tight and Tight to Loose: How Old Concepts Provide New Insights -- The Place of Theory in the Professional Training of Teachers -- Comparative Perspectives on the Changing Roles of Teachers -- The Role of the Private Sector in Higher Education in Malaysia -- Changing Conceptions of Teaching as a Profession: Personal Reflections.
Özet, vb.
The world-wide reform movement has now been in process for thirty years and it is therefore perhaps an appropriate point to consider its implications for the work of teachers thus far and to ponder on the future. It would be widely agreed that the reform movement in general, and in relation to teachers’ work in particular, has brought advantages and disadvantages. It has stimulated teacher development and increased the accountability of teachers to clients – including the state as client. On the other hand, it has led to the intensification of teachers’ work and to the deprofessionalisation as well as professionalisation of teachers. Moreover, it has increased the power of managerialism over the influence of professionalism. This book addresses these issues from different perspectives and in relation to different contexts. It also considers possible solutions to two problems in particular: how to achieve accountability without intensification, and how to ensure that school management and leadership functions to support and enhance teachers as professionals.
Konu
Learning, Psychology of.
Teachers __ Training of.
School management and organization.
School administration.
Instructional Psychology.
Teaching and Teacher Education.
Organization and Leadership.
Teachers __ Training of.
School management and organization.
School administration.
Instructional Psychology.
Teaching and Teacher Education.
Organization and Leadership.
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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250 |a1st ed. 2008.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2008.
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336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
505 0 |aThe Professionalization of Teaching -- Hoyle: Ambiguity, Serendipity, and Playfulness -- The Predicament of the Teaching Profession and the Revival of Professional Authority: A Parsonian Perspective -- Under ‘Constant Bombardment’: Work Intensification and the Teachers' Role -- Teacher Professionalization in Hong Kong: Historical Perspectives -- Teacher Professional Identity Under Conditions of Constraint -- Teachers and Their Development -- Does the Teaching Profession Still Need Universities? -- Professional Development for School Improvement: Are Changing Balances of Control Leading to the Growth of a New Professionalism? -- Teacher Professionalism and Teacher Education in Hong Kong -- The Enablement of Teachers in the Developing World: Comparative Policy Perspectives -- Leadership and Management in Support of Teachers -- Professional Learning Communities and Teachers' Professional Development -- Towards Effective Management of a Reformed Teaching Profession -- Organization and Leadership in Education: Changing Direction -- The Development of Educational Leaders in Malaysia: The Creation of a Professional Community -- Teaching as a Profession: Personal Perspectives -- Professional Freedom: A Personal Perspective -- From Loose to Tight and Tight to Loose: How Old Concepts Provide New Insights -- The Place of Theory in the Professional Training of Teachers -- Comparative Perspectives on the Changing Roles of Teachers -- The Role of the Private Sector in Higher Education in Malaysia -- Changing Conceptions of Teaching as a Profession: Personal Reflections.
520 |aThe world-wide reform movement has now been in process for thirty years and it is therefore perhaps an appropriate point to consider its implications for the work of teachers thus far and to ponder on the future. It would be widely agreed that the reform movement in general, and in relation to teachers’ work in particular, has brought advantages and disadvantages. It has stimulated teacher development and increased the accountability of teachers to clients – including the state as client. On the other hand, it has led to the intensification of teachers’ work and to the deprofessionalisation as well as professionalisation of teachers. Moreover, it has increased the power of managerialism over the influence of professionalism. This book addresses these issues from different perspectives and in relation to different contexts. It also considers possible solutions to two problems in particular: how to achieve accountability without intensification, and how to ensure that school management and leadership functions to support and enhance teachers as professionals.
650 0|aLearning, Psychology of.
650 0|aTeachers|xTraining of.
650 0|aSchool management and organization.
650 0|aSchool administration.
650 14|aInstructional Psychology.
650 24|aTeaching and Teacher Education.
650 24|aOrganization and Leadership.
700 1 |aJohnson, David.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aMaclean, Rupert.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781402081859
776 08|iPrinted edition:|z9789048119370
776 08|iPrinted edition:|z9789048177981
856 40|uhttps://doi.org/10.1007/978-1-4020-8186-6
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
001 806536
003 TR_AnAIT
005 20260127002312
007 cr nn 008mamaa
008 100301s2008 ne | s |||| 0|eng d
020 |a9781402081866|9978-1-4020-8186-6
024 7 |a10.1007/978-1-4020-8186-6|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB1060-1077
072 7|aJNC|2bicssc
072 7|aEDU009000|2bisacsh
072 7|aJNC|2thema
082 04|a370.15|223
090 |aDK/7834
245 10|aTeaching: Professionalisation, Development and Leadership|h[electronic resource] :|bFestschrift for Professor Eric Hoyle /|cedited by David Johnson, Rupert Maclean.
250 |a1st ed. 2008.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2008.
300 |aXIV, 317 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
505 0 |aThe Professionalization of Teaching -- Hoyle: Ambiguity, Serendipity, and Playfulness -- The Predicament of the Teaching Profession and the Revival of Professional Authority: A Parsonian Perspective -- Under ‘Constant Bombardment’: Work Intensification and the Teachers' Role -- Teacher Professionalization in Hong Kong: Historical Perspectives -- Teacher Professional Identity Under Conditions of Constraint -- Teachers and Their Development -- Does the Teaching Profession Still Need Universities? -- Professional Development for School Improvement: Are Changing Balances of Control Leading to the Growth of a New Professionalism? -- Teacher Professionalism and Teacher Education in Hong Kong -- The Enablement of Teachers in the Developing World: Comparative Policy Perspectives -- Leadership and Management in Support of Teachers -- Professional Learning Communities and Teachers' Professional Development -- Towards Effective Management of a Reformed Teaching Profession -- Organization and Leadership in Education: Changing Direction -- The Development of Educational Leaders in Malaysia: The Creation of a Professional Community -- Teaching as a Profession: Personal Perspectives -- Professional Freedom: A Personal Perspective -- From Loose to Tight and Tight to Loose: How Old Concepts Provide New Insights -- The Place of Theory in the Professional Training of Teachers -- Comparative Perspectives on the Changing Roles of Teachers -- The Role of the Private Sector in Higher Education in Malaysia -- Changing Conceptions of Teaching as a Profession: Personal Reflections.
520 |aThe world-wide reform movement has now been in process for thirty years and it is therefore perhaps an appropriate point to consider its implications for the work of teachers thus far and to ponder on the future. It would be widely agreed that the reform movement in general, and in relation to teachers’ work in particular, has brought advantages and disadvantages. It has stimulated teacher development and increased the accountability of teachers to clients – including the state as client. On the other hand, it has led to the intensification of teachers’ work and to the deprofessionalisation as well as professionalisation of teachers. Moreover, it has increased the power of managerialism over the influence of professionalism. This book addresses these issues from different perspectives and in relation to different contexts. It also considers possible solutions to two problems in particular: how to achieve accountability without intensification, and how to ensure that school management and leadership functions to support and enhance teachers as professionals.
650 0|aLearning, Psychology of.
650 0|aTeachers|xTraining of.
650 0|aSchool management and organization.
650 0|aSchool administration.
650 14|aInstructional Psychology.
650 24|aTeaching and Teacher Education.
650 24|aOrganization and Leadership.
700 1 |aJohnson, David.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aMaclean, Rupert.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781402081859
776 08|iPrinted edition:|z9789048119370
776 08|iPrinted edition:|z9789048177981
856 40|uhttps://doi.org/10.1007/978-1-4020-8186-6
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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