Teacher Professional Learning in an Age of Compliance [electronic resource] : Mind the Gap / by Susan Groundwater-Smith, Nicole Mockler.
Erişim Adresi
ISBN
9781402094170
Dil Kodu
İngilizce
Yer Numarası
DK/12808
Basım Bildirimi
1st ed. 2009.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 2009.
Fiziksel Niteleme
X, 158 p. online resource.
Dizi
Professional Learning and Development in Schools and Higher Education, 2543-0556 ; 2
İçindekiler Notu
Introduction: Current Problematics in Teacher Professional Learning -- How Did We Get Here? Historical Perspectives on Inquiry-Based Professional Learning -- Developing Courage -- Mode 3 Knowledge: What It Is and Why We Need It -- Inquiry as a Framework for Professional Learning: Interrupting the Dominant Discourse -- Reclaiming Quality -- What Is at Stake and What Is at Risk -- Who Pays the Piper? Agendas, Priorities and Accountabilities -- What Learning Community? A Knotty Problem -- Case Study: The Higher Degree -- The Coalition of Knowledge Building Schools -- Closing the Gap: Conclusion.
Özet, vb.
Teacher Professional Learning in an Age of Compliance: Mind the Gap examines ways in which practice-based inquiry in educational settings, in a number of different countries and contexts, can transcend current ways of working and thinking such that authentic professional learning is the result. The authors contend that education policy, under pressure from a number of quarters, is retreating into a standardized, audited, and backward-looking arena, with the advances of more progressive educational philosophy being rolled back. In an age where practitioner inquiry and action research have often been ‘hijacked’ for the purposes of broad-based policy implementation, this book offers a rationale for reclaiming the critical edge so fundamental to inquiry-based professional learning. It examines the potential of inquiry-based forms of teacher professional learning to contribute to the growth of professional knowledge for and about teachers’ work. The authors intend that the book will assist in building new forms of professional knowledge that go beyond the current compliance model – engineered from less enduring materials – to inform a new model with its foundations in a strong ethical and moral framework. They also believe that this new model, if implemented, will help to reverse today’s conservative educational trends and make teacher professional development a force for genuine progress once again. They have consciously moved away from the celebratory tone of much of the academic reporting of teacher professional learning, adopting instead a genuinely critical edge. In covering a wide range of policies and practices from across the international spectrum, they have allowed themselves the freedom to engage in serious epistemological arguments about the nature of professional knowledge, as well as how it is constructed and employed.
Konu
Professional education.
Vocational education.
Education and state.
Learning, Psychology of.
Educational sociology.
Professional and Vocational Education.
Educational Policy and Politics.
Instructional Psychology.
Sociology of Education.
Vocational education.
Education and state.
Learning, Psychology of.
Educational sociology.
Professional and Vocational Education.
Educational Policy and Politics.
Instructional Psychology.
Sociology of Education.
Diğer Yazarlar
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
LEADER 04675nam a22005775i 4500
001 811549
003 TR_AnAIT
005 20260131005416
007 cr nn 008mamaa
008 100301s2009 ne | s |||| 0|eng d
020 |a9781402094170|9978-1-4020-9417-0
024 7 |a10.1007/978-1-4020-9417-0|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLC1051-1072
050 4|aLC1041-1048
072 7|aJNRV|2bicssc
072 7|aEDU046000|2bisacsh
072 7|aJNRV|2thema
082 04|a370.113|223
090 |aDK/12808
100 1 |aGroundwater-Smith, Susan.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aTeacher Professional Learning in an Age of Compliance|h[electronic resource] :|bMind the Gap /|cby Susan Groundwater-Smith, Nicole Mockler.
250 |a1st ed. 2009.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2009.
300 |aX, 158 p.|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 ;|v2
505 0 |aIntroduction: Current Problematics in Teacher Professional Learning -- How Did We Get Here? Historical Perspectives on Inquiry-Based Professional Learning -- Developing Courage -- Mode 3 Knowledge: What It Is and Why We Need It -- Inquiry as a Framework for Professional Learning: Interrupting the Dominant Discourse -- Reclaiming Quality -- What Is at Stake and What Is at Risk -- Who Pays the Piper? Agendas, Priorities and Accountabilities -- What Learning Community? A Knotty Problem -- Case Study: The Higher Degree -- The Coalition of Knowledge Building Schools -- Closing the Gap: Conclusion.
520 |aTeacher Professional Learning in an Age of Compliance: Mind the Gap examines ways in which practice-based inquiry in educational settings, in a number of different countries and contexts, can transcend current ways of working and thinking such that authentic professional learning is the result. The authors contend that education policy, under pressure from a number of quarters, is retreating into a standardized, audited, and backward-looking arena, with the advances of more progressive educational philosophy being rolled back. In an age where practitioner inquiry and action research have often been ‘hijacked’ for the purposes of broad-based policy implementation, this book offers a rationale for reclaiming the critical edge so fundamental to inquiry-based professional learning. It examines the potential of inquiry-based forms of teacher professional learning to contribute to the growth of professional knowledge for and about teachers’ work. The authors intend that the book will assist in building new forms of professional knowledge that go beyond the current compliance model – engineered from less enduring materials – to inform a new model with its foundations in a strong ethical and moral framework. They also believe that this new model, if implemented, will help to reverse today’s conservative educational trends and make teacher professional development a force for genuine progress once again. They have consciously moved away from the celebratory tone of much of the academic reporting of teacher professional learning, adopting instead a genuinely critical edge. In covering a wide range of policies and practices from across the international spectrum, they have allowed themselves the freedom to engage in serious epistemological arguments about the nature of professional knowledge, as well as how it is constructed and employed.
650 0|aProfessional education.
650 0|aVocational education.
650 0|aEducation and state.
650 0|aLearning, Psychology of.
650 0|aEducational sociology.
650 14|aProfessional and Vocational Education.
650 24|aEducational Policy and Politics.
650 24|aInstructional Psychology.
650 24|aSociology of Education.
700 1 |aMockler, Nicole.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781402094163
776 08|iPrinted edition:|z9781402094248
776 08|iPrinted edition:|z9789048181230
830 0|aProfessional Learning and Development in Schools and Higher Education,|x2543-0556 ;|v2
856 40|uhttps://doi.org/10.1007/978-1-4020-9417-0
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
001 811549
003 TR_AnAIT
005 20260131005416
007 cr nn 008mamaa
008 100301s2009 ne | s |||| 0|eng d
020 |a9781402094170|9978-1-4020-9417-0
024 7 |a10.1007/978-1-4020-9417-0|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLC1051-1072
050 4|aLC1041-1048
072 7|aJNRV|2bicssc
072 7|aEDU046000|2bisacsh
072 7|aJNRV|2thema
082 04|a370.113|223
090 |aDK/12808
100 1 |aGroundwater-Smith, Susan.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aTeacher Professional Learning in an Age of Compliance|h[electronic resource] :|bMind the Gap /|cby Susan Groundwater-Smith, Nicole Mockler.
250 |a1st ed. 2009.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2009.
300 |aX, 158 p.|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 ;|v2
505 0 |aIntroduction: Current Problematics in Teacher Professional Learning -- How Did We Get Here? Historical Perspectives on Inquiry-Based Professional Learning -- Developing Courage -- Mode 3 Knowledge: What It Is and Why We Need It -- Inquiry as a Framework for Professional Learning: Interrupting the Dominant Discourse -- Reclaiming Quality -- What Is at Stake and What Is at Risk -- Who Pays the Piper? Agendas, Priorities and Accountabilities -- What Learning Community? A Knotty Problem -- Case Study: The Higher Degree -- The Coalition of Knowledge Building Schools -- Closing the Gap: Conclusion.
520 |aTeacher Professional Learning in an Age of Compliance: Mind the Gap examines ways in which practice-based inquiry in educational settings, in a number of different countries and contexts, can transcend current ways of working and thinking such that authentic professional learning is the result. The authors contend that education policy, under pressure from a number of quarters, is retreating into a standardized, audited, and backward-looking arena, with the advances of more progressive educational philosophy being rolled back. In an age where practitioner inquiry and action research have often been ‘hijacked’ for the purposes of broad-based policy implementation, this book offers a rationale for reclaiming the critical edge so fundamental to inquiry-based professional learning. It examines the potential of inquiry-based forms of teacher professional learning to contribute to the growth of professional knowledge for and about teachers’ work. The authors intend that the book will assist in building new forms of professional knowledge that go beyond the current compliance model – engineered from less enduring materials – to inform a new model with its foundations in a strong ethical and moral framework. They also believe that this new model, if implemented, will help to reverse today’s conservative educational trends and make teacher professional development a force for genuine progress once again. They have consciously moved away from the celebratory tone of much of the academic reporting of teacher professional learning, adopting instead a genuinely critical edge. In covering a wide range of policies and practices from across the international spectrum, they have allowed themselves the freedom to engage in serious epistemological arguments about the nature of professional knowledge, as well as how it is constructed and employed.
650 0|aProfessional education.
650 0|aVocational education.
650 0|aEducation and state.
650 0|aLearning, Psychology of.
650 0|aEducational sociology.
650 14|aProfessional and Vocational Education.
650 24|aEducational Policy and Politics.
650 24|aInstructional Psychology.
650 24|aSociology of Education.
700 1 |aMockler, Nicole.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781402094163
776 08|iPrinted edition:|z9781402094248
776 08|iPrinted edition:|z9789048181230
830 0|aProfessional Learning and Development in Schools and Higher Education,|x2543-0556 ;|v2
856 40|uhttps://doi.org/10.1007/978-1-4020-9417-0
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
Materyaller
Depodan talep edilen materyal sadece kütüphane içerisinde kullanılmaktadır.
Materyal dışarıya ödünç verilmemektedir.
Materyal dışarıya ödünç verilmemektedir.
