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Rethinking Teacher Professional Development: Designing and Researching How Teachers Learn: Routledge Research in Teacher Education

Autor Donald Freeman
en Limba Engleză Hardback – 18 iul 2023
This book presents a new set of ideas to challenge established thinking and to guide researching and designing teacher professional development. Grounded in the work of the Learning4Teaching Project which documented public-sector teachers’ experiences and learning from professional development in three countries, the volume presents a sociomaterial perspective on teacher sensemaking. This teacher-centered perspective disputes the "conventional calculus" in which teachers learn content that they apply in their classrooms. Part I outlines conventional issues in how teacher learning and professional development have been conceptualized and studied; Part II introduces a new group of concepts that rethink these assumptions; and Part III offers important insights to inform professional development across disciplines, cultures, and contexts.
Written by a leading international teacher educator in an accessible style that incorporates visual representations and project data, the book will appeal to practitioners, scholars, and researchers who design and research how teachers learn in professional development.
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Specificații

ISBN-13: 9781032146614
ISBN-10: 1032146613
Pagini: 248
Ilustrații: 21 Tables, black and white; 45 Line drawings, black and white; 45 Illustrations, black and white
Dimensiuni: 152 x 229 x 16 mm
Greutate: 0.45 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Seria Routledge Research in Teacher Education

Locul publicării:Oxford, United Kingdom

Public țintă

Postgraduate

Cuprins

Introduction: The three meanings of Learning4Teaching PART ONE: Designing and researching teacher professional development Chapter 1. How conventional thinking has led to a ‘calculus” of teacher professional development Chapter 2. Knowing-into-doing: Mapping the organization of teacher professional development Chapter 3. How teacher learning became recognized as a form of learning Chapter 4. Researching teacher professional development: The assemblage, the social geography, and the shadows on the periphery PART TWO: Learning4Teaching PREAMBLE: The Learning4Teaching project and its ideas Chapter 5. Availability and access to professional development: How teacher participation is shaped Chapter 6. (mis)Alignment in professional development Chapter 7. Uptake, usefulness, and use: How professional development moves into teaching Chapter 8. Naming and learning content in professional development: The currency of social facts PART THREE: Rethinking: the Learning4Teaching argument Chapter 9. Learning4Teaching: Researching teacher professional learning at scale Chapter 10. Rethinking teacher professional development: The argument for Learning4Teaching

Notă biografică

Donald Freeman is Professor of Education at the University of Michigan, with visiting appointments at Aston University and the University of Graz.

Descriere

This book presents a new set of ideas to challenge established thinking and to guide researching and designing teacher professional development. Grounded in the work of the Learning4Teaching project, the volume presents a sociomaterial perspective on teacher sensemaking.