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In the worldwide movements of educational reform, educators are forging new roles, identities and relationships. Leadership is vital, but must be rooted in the capacity for learning. This volume responds to the tensions and paradoxes brought by educational reforms, presenting a critical discourse on teachers as learners. The contributions bring an array of cultural settings and methodological orientations, and reveal contextual burdens that teachers should not carry in isolation. Teachers' learning demands collective engagement to turn challenges into opportunities in a sustainable quest for higher goals. The discourse concludes with a vision for a new relationship among educational workers as a joint force of learners in a cross-boundary endeavor for moral commitment to education.
Inhaltsverzeichnis
Research Stances on Learning and Teaching.- Research and Teacher Learning: Taking an Inquiry Stance.- Telling Stories: Understanding Teachers' Identity in a Context of Curriculum Innovation.- Understanding Korean Children's L2 Dialogue Journals: Towards a Model of Creative Apprenticeship for Integrating Teaching and Learning.- Teaching about Indigenous Forms of Knowledge: Insights from Non-Indigenous Teachers of Visual Arts Education in New Zealand.- Initial Teacher Education.- Mediating Inquiry: Using Videos of Exemplary Teaching in Pre-Service Teacher Education.- Working and Learning Under Pressure: Reflexivity on Teacher Experience and Development.- From SET to STELT: Seeking the Meaning of Learning as a Community for Curriculum Development.- Continuing Professional Development.- Lost in Translation: Mentors Learning to Participate in Competing Discourses of Practice.- The Role of the Headteacher in Teachers' Continuing Professional Development.- Mentoring as a Key Strategy in the Development of a Community of Reflective Practitioners in Tertiary Education.- Policy Concerns for the Teaching Profession.- Lessons on Reform: A Story of Teaching as Lived Practice *.- Professional Standards: A Context for Teachers as Learners in Victorian Schools.- Professional Education for Teachers: Lessons from Other Professions.- Conclusion.- Teachers as Learners: A Moral Commitment.
Zusammenfassung
In the worldwide movements of educational reform, educators are forging new roles, identities and relationships. Leadership is vital, but must be rooted in the capacity for learning. This volume responds to the tensions and paradoxes brought by educational reforms, presenting a critical discourse on teachers as learners. The contributions bring an array of cultural settings and methodological orientations, and reveal contextual burdens that teachers should not carry in isolation. Teachers’ learning demands collective engagement to turn challenges into opportunities in a sustainable quest for higher goals. The discourse concludes with a vision for a new relationship among educational workers as a joint force of learners in a cross-boundary endeavor for moral commitment to education.
Zusatztext
From the reviews:
“The book is an outgrowth of a meeting in Hong Kong of the World Assembly of the International Council on Education for Teaching (ICET). The result is a thorough and thoughtful examination of the role of the teacher as both a source of knowledge and a person who is in the process of learning. … should be read by every professor of education, every student teacher, every teacher, every principal, every school board member, and every superintendent.” (Linda Wanner, Internationale Zeitschrift für Erziehungswissenschaft, Vol. 56 (4), 2010)
Bericht
From the reviews:
"The book is an outgrowth of a meeting in Hong Kong of the World Assembly of the International Council on Education for Teaching (ICET). The result is a thorough and thoughtful examination of the role of the teacher as both a source of knowledge and a person who is in the process of learning. ... should be read by every professor of education, every student teacher, every teacher, every principal, every school board member, and every superintendent." (Linda Wanner, Internationale Zeitschrift für Erziehungswissenschaft, Vol. 56 (4), 2010)
