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Enacted Personal Professional Learning, 1st ed. 2019 Re-thinking Teacher Expertise with Story-telling and Problematics

Langue : Anglais

Auteur :

Couverture de l’ouvrage Enacted Personal Professional Learning
This book offers a vital new approach to teacher professional learning, drawing on teachers? stories from the field. It investigates expert teachers? professional learning and uses a narrative framework to analyse their meaning-making processes. The book focuses on how proficient teachers develop their expertise, emphasising that individual needs and the contextual nature of learning require a personally enacted approach. 

Further, it explores the stories of five secondary school teachers, nominated by their colleagues for their outstanding expertise, to present new insights into expert teachers? views. Using a new evidence-based approach, Enacted Personal Professional Learning, it incorporates teachers? unique perspectives, problems and thought processes in order to understand expert teachers? learning, and offers essential principles for promoting storytelling to help teachers be or become empowered educators who can actively shape education communities for teacher professional learning.

1 Introduction: Why a book on teacher professional learning now?.- 2 Developing expertise and personal professional learning: A global perspective.- 3 Re-envisioning teacher learning: Enacted Personal Professional Learning (EPPL).- 4 Jaxon: The motivations of heart, happiness and the whole person.- 5 Chloé: Core drivers of experiential orientation, feedback and self-regulation.- 6 Mia: Resilience and pastoral care built within determined professionalism.- 7 Lili: Horizons for harnessing emotional positivity and dealing with change.- 8 Anh: Emotional suffering of resistance and pedagogical limitations.- 9 Encapsulating perspectives and problematics.- 10 Expertise, Third space thinking and EPPL Principles for action.
Carmel Patterson is an associate of the Faculty of Arts and Social Sciences at the University of Technology Sydney and is an active teacher leader in schools. Her motivation lies in developing teacher pedagogy, articulating curricula, integrating digital technologies in learning, and encouraging enacted personal professional learning. She facilitates teacher professional learning in schools, consults on the accreditation of professional learning courses provided by private enterprise and universities, and presents papers at education research conferences both nationally and internationally. Carmel’s teaching, research and professional learning expertise encompass qualifications and experience across her career in university teaching and research, secondary school and tertiary vocational teaching and coordination, and organisational communications, learning, and change management.

Offers a new approach that allows teachers to negotiate the problematics of teaching and learning

Engages readers by drawing on case studies as evidence-based analysis

Uses a blend of stories and research to provide stimulus for informal and formal conversations and analysis

Offers a vital new approach to teacher professional learning using teachers’ stories from the field