Teachers as Professional Learners, 1st ed. 2021 Contextualising Identity across Policy and Practice
Langue : Anglais
Auteurs : Larsen Ellen, Allen Jeanne Maree
Drawing upon data from an Australian study, this book gives voice to beginning teachers navigating their way through their first year of teaching and discovering what it means to be professional learners. The chapters within provide rich insights into the ways in which beginning teachers make sense of the new and challenging experiences they face during the first year of teaching, and how these influence the development of their learner identities at this formative time of their careers. Professional learning, in response to teacher standards and associated accountability measures, often fails to acknowledge the importance of internal motivation and attitude to beginning teachers? sense of a professional learner identity. This book offers policy makers, teacher educators, school leaders, mentors and teachers a way of thinking about how beginning teachers can be supported to grow professionally and construct their identities as professional learners.
1 Contextualising Teacher Professional Learning in Practice and Policy
Introduction
Entering the Teaching Profession
A Focus on Professional Learning
Professional Learning in Policy
References
2 Teachers as Professional Learners
IntroductionThe Experiences of Beginning Teachers
Professional Learning
The Beginning Teacher as Professional Learner
Teacher Identity and the Professional Learner
Conclusion
References
3 Researching Beginning Teacher Professional Learning Identity
Introduction
Beginning Teachers Making Meaning of Their Experiences
Types of Interpretations
Dimension of Locus
Dimension of Stability
Dimension of Controllability
Responses to Interpretations
Locus and Self-EfficacyStability and Hope
Controllability and Motivation
The Dimensions in Concert
Attribution Style and the Professional Learner
The Process of Making Meaning
Conducting the Study
Selecting and Adapting the Survey
Collecting Survey Data
Analysing Survey Data
Preparing for Interviews
Conducting Interviews
Analysing Interview Data
Reporting Methods
Conclusion
References
4 Understanding Professional Learning as Purposeful
Introduction
A Balanced Way of Perceiving Causality
The Complexity of Teachers’ Work
Shared Responsibility
Shared Control
A Sense of HopeNadia’s Story
Professional Learning as Purposeful
Conclusion
References
5 Experiencing Professional Learning as Work Intensive
Introduction
Under Pressure
Liz and the Burden of Professional Learning
Heather and the Lifting of the Burden
Losing Positivity as a Professional Learner
No Time or Motivation to Reflect
Fear of Judgement
Possibilities
Conclusion
References
6 Professional Learning as an Act of Compliance
Introduction
Success Is Mine
It Is Not My Fault
Damien: Unable to See the Point
Mark: Doing What Is Required
My Successes Are Mine and My Failures Are Yours
A Change in Attitude to Professional Learning
Getting Stuck
Professional Learning as Compliance
A Compliance Regime
Conclusion
References
7 Focusing on the Future
Introduction
The Book in Review
A Profile of Professional Learner Identities
Implications for Schools
Implications for Policy
Implications for Future Educational Research
Conclusion
References
Ellen Larsen is Lecturer in Curriculum and Pedagogy at the University of Southern Queensland, Australia. Her research interests include teacher educator practice and professionalism.
Jeanne Allen is Associate Professor of Teacher Education and the Higher Degree Research Convenor in the School of Education and Professional Studies at Griffith University, Australia. Her research expertise is in teacher education, standardised educational contexts, teacher identity and student engagement and retention.
Shares the perspective of new teachers in their first year within the profession
Provides new teachers with the skills to handle their first year of work
Builds upon data from a pioneering Australian study
Date de parution : 01-2022
Ouvrage de 196 p.
14.8x21 cm
Date de parution : 01-2021
Ouvrage de 196 p.
14.8x21 cm
Thèmes de Teachers as Professional Learners :
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