Learning Teaching from Experience

Multiple Perspectives and International Contexts

Nonfiction, Reference & Language, Education & Teaching, Administration
Cover of the book Learning Teaching from Experience by , Bloomsbury Publishing
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Author: ISBN: 9781472505170
Publisher: Bloomsbury Publishing Publication: January 16, 2014
Imprint: Bloomsbury Academic Language: English
Author:
ISBN: 9781472505170
Publisher: Bloomsbury Publishing
Publication: January 16, 2014
Imprint: Bloomsbury Academic
Language: English

What do teachers learn 'on the job'? And how, if at all, do they learn from 'experience'?

Leading researchers from the UK, Europe, the USA and Canada offer international, research-based perspectives on a central problem in policy-making and professional practice - the role that experience plays in learning to teach in schools. Experience is often weakly conceptualized in both policy and research, sometimes simply used as a proxy for 'time', in weeks and years, spent in a school classroom. The conceptualization of experience in a range of educational research traditions lies at the heart of this book, exemplified in a variety of empirical and theoretical studies. Distinctive perspectives to inform these studies include sociocultural psychology, the philosophy of education, school effectiveness, the sociology of education, critical pedagogy, activism and action research. However, no one theoretical perspective can claim privileged insight into what and how teachers learn from experience; rather, this is a matter for a truly educational investigation, one that is both close to practice and seeks to develop theory.

At a time when policy-makers in many countries seek to make teacher education an entirely school-based activity, Learning Teaching from Experience offers an essential examination of the evidence-base, the traditions of inquiry - and the limits of those inquiries.

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

What do teachers learn 'on the job'? And how, if at all, do they learn from 'experience'?

Leading researchers from the UK, Europe, the USA and Canada offer international, research-based perspectives on a central problem in policy-making and professional practice - the role that experience plays in learning to teach in schools. Experience is often weakly conceptualized in both policy and research, sometimes simply used as a proxy for 'time', in weeks and years, spent in a school classroom. The conceptualization of experience in a range of educational research traditions lies at the heart of this book, exemplified in a variety of empirical and theoretical studies. Distinctive perspectives to inform these studies include sociocultural psychology, the philosophy of education, school effectiveness, the sociology of education, critical pedagogy, activism and action research. However, no one theoretical perspective can claim privileged insight into what and how teachers learn from experience; rather, this is a matter for a truly educational investigation, one that is both close to practice and seeks to develop theory.

At a time when policy-makers in many countries seek to make teacher education an entirely school-based activity, Learning Teaching from Experience offers an essential examination of the evidence-base, the traditions of inquiry - and the limits of those inquiries.

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