Improving Learning in a Professional Context

A Research Perspective on the New Teacher in School

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Improving Learning in a Professional Context by , Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781135270070
Publisher: Taylor and Francis Publication: September 28, 2009
Imprint: Routledge Language: English
Author:
ISBN: 9781135270070
Publisher: Taylor and Francis
Publication: September 28, 2009
Imprint: Routledge
Language: English

Improving Learning in a Professional Context provides vital new evidence on exactly how teachers learn to be teachers; evidence that is likely to affect and influence the profession for many years to come. Demonstrating that learning in schools is more than simple ‘cognitive’ knowledge of the curriculum and teaching skills, this book suggests that we need to pay more attention to the emotional, relational, ethical, material, structural and temporal dimensions of the teaching experience. Based on empirical research, including interviews with new teachers, by teachers themselves, on a scale rarely seen before, the book reveals the complexity of learning in a professional context and gives some basic truths about what really matters in teaching.

This book offers a fundamental critique of policy but also the prospect of constructive change for the better as the authors present accounts of what the ‘real’ experience of beginning teaching may be like, as well as lines for future research. Key questions are answered, such as:

  • Do we really understand what beginners go through in the workplace?
  • What is the experience of new teachers as they join one of the largest workforces in the developed world?
  • What do teachers learn in the school, one of our universal institutions?

Becoming a teacher is a transformative search by individuals for their teaching identities and, with this book, teachers and teacher educators can at last begin to understand this complex developmental process.

IMPROVING LEARNING SERIES

The Improving Learning series supports evidence-informed professional practice and policy-making in education. Each book showcases findings from the Teaching and Learning Research Programme (TLRP) - one of the world’s largest coordinated educational research initiatives. For those with a commitment to the improvement of outcomes for learners, these books are essential reading.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Improving Learning in a Professional Context provides vital new evidence on exactly how teachers learn to be teachers; evidence that is likely to affect and influence the profession for many years to come. Demonstrating that learning in schools is more than simple ‘cognitive’ knowledge of the curriculum and teaching skills, this book suggests that we need to pay more attention to the emotional, relational, ethical, material, structural and temporal dimensions of the teaching experience. Based on empirical research, including interviews with new teachers, by teachers themselves, on a scale rarely seen before, the book reveals the complexity of learning in a professional context and gives some basic truths about what really matters in teaching.

This book offers a fundamental critique of policy but also the prospect of constructive change for the better as the authors present accounts of what the ‘real’ experience of beginning teaching may be like, as well as lines for future research. Key questions are answered, such as:

Becoming a teacher is a transformative search by individuals for their teaching identities and, with this book, teachers and teacher educators can at last begin to understand this complex developmental process.

IMPROVING LEARNING SERIES

The Improving Learning series supports evidence-informed professional practice and policy-making in education. Each book showcases findings from the Teaching and Learning Research Programme (TLRP) - one of the world’s largest coordinated educational research initiatives. For those with a commitment to the improvement of outcomes for learners, these books are essential reading.

More books from Taylor and Francis

Cover of the book The New Yearbook for Phenomenology and Phenomenological Philosophy by
Cover of the book Political and Institutional Transition in North Africa by
Cover of the book Leading Learning by
Cover of the book What's Left? by
Cover of the book Soviet Youth by
Cover of the book Effective Peer Learning by
Cover of the book Greening the Built Environment by
Cover of the book Media and Development by
Cover of the book Research Methods in Applied Behavior Analysis by
Cover of the book Sense and Nonsense and the National Curriculum by
Cover of the book Globality, Democracy and Civil Society by
Cover of the book Youth Working with Girls and Women in Community Settings by
Cover of the book The Unvanquished by
Cover of the book Writing in Psychoanalysis by
Cover of the book How to Measure Customer Satisfaction by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy