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Cover Art
PRINTED BOOKS
Author Smith, Kathleen (Senior Lecturer), author.

Title Teachers as self-directed learners : active positioning through professional learning / Kathleen Smith.

Published [Place of publication not identified] : Springer, 2017.
Singapore Springer, 2017.

Copies

Location Call No. Status
 UniM ERC  370.711 SMIT    AVAILABLE
Physical description xiv, 183 pages : illustrations (black and white) ; 24 cm.
Series Self-study of teaching and teacher education practices, 1875-3620 ; 18.
Self study of teaching and teacher education practices ; 18.
Notes Formerly CIP. Uk.
Bibliography Includes bibliographical references and index.
Contents Machine generated contents note: pt. I Teacher Professional Development: Who Owns the Learning? -- 1.Teachers as Learners: Building an Alternative Landscape -- Introduction -- The Role of Teachers in Changing Times -- Noticing Teacher Expertise -- Professional Learning That Actively Positions Teachers as Self-Directed Learners -- 2.Sowing the Seeds for Potential Growth -- Introduction -- In Pursuit of Effective Teacher Professional Development -- Limitations of PD: The Tension Between Intent and Outcomes -- Hunting the Assumptions Shaping PD -- In-Service Teacher Education Practice: Purpose and Framing -- The Limitations of Existing Assumptions -- Reconsidering the Accepted Role and Identity of the Teacher in PD -- Professional Learning Is Personal -- Professional Learning Is About Noticing -- Professional Learning Is Hard Work -- Ownership of Expert Knowledge in Teacher Education -- Summary -- 3.PD and PL: Navigating the Divide -- Introduction --
Contents note continued: Positioning Teachers as Active Learners -- Exposing Assumptions -- Existing Assumptions About Professional Expertise -- Existing Assumptions About the Ownership of Learning -- Existing Assumptions About the Nature of Learning -- Developing a Conceptual Framework to Actively Position Teachers as Learners -- Summary -- 4.Shifting Accepted Routines of Practice -- Introduction -- Designing Research to Investigate Conditions for Learning -- The Connected Dimensions of Professional Learning -- Attempting to Align Intention with Practice -- Method -- Stage 1 Learning About What Matters to School-Based Leaders of Science -- Stage 2 The Programme -- Timeline -- Venue and Format -- Participants -- Data Collection and Analysis -- The Tensions of Ownership -- Stage 3 Collating Findings -- Data Analysis -- Summary -- pt. II Teachers as Self-Directed Learners: Active Positioning Through Professional Learning --
Contents note continued: 5.Programme Operational Features Enabling Teachers to Be Active Decision Makers -- Introduction -- Analysis of Programme Operational Features -- Teachers as Self-Directed Learners: Six Operational Features -- Chapter Summary -- 6.The Role of a Learning Facilitator -- Introduction -- Findings -- Overview -- Operational Feature: Facilitator Actions in Programme Sessions -- Changing Skills and Expertise -- Exploring Facilitator Skills in Practice: School-Based Meetings -- Chapter Summary -- 7.A New Way of Operating: Emerging Challenges for Traditional Practice -- Introduction -- Challenges at a Sector Level -- Challenges for Teachers -- Challenges for Facilitators -- Chapter Summary -- pt. III Positioning Teachers as Self-Directed Learners -- 8.The Teacher Perspective: The Value and Impact of Learning Experiences -- Introduction -- Most Valued Learning Experiences: The Teacher Perspective -- Guest Speakers: The Programme Experience -- Personal Engagement --
Contents note continued: Contextual Connection -- Technical Connection -- Teachers Talking with Other Teachers: The Programme Experience -- Reflection: The Programme Experience -- Building a Sense of Personal Professional Identity -- Professional Principles: Reflecting on Reasoning -- Chapter Summary -- 9.The Facilitator Perspective: The Decisions and Actions That Strategise Teacher Self-Directed Learning -- Introduction -- Facilitator Actions: The Programme Experience -- Maintaining the Learning Intention -- Building Productive Professional Relationships -- Teachers Aligning Reasoning with Action -- Chapter Summary -- 10.Teacher Learning: The Challenges of Passive and Intentional Disconnection -- Introduction -- The Challenges -- The Challenge of Passive Disconnection -- The Implications of Embedded School-Based Expectations About Teacher Learning -- Chapter Summary -- pt. IV Explicating Teacher Learning: Going Beyond Tasks -- 11.Teacher Decision Making: Teacher Learning --
Contents note continued: Introduction -- Attempting to Understand the Real Potential of Teacher Learning -- Understanding the Fluid and Nuanced Nature of Professional Practice -- Teacher Decision Making and Teacher Learning -- How Teachers Determined the Value of Ideas and Experiences -- Translating New Thinking into Appropriate Professional Practice -- Joanne's Story -- Identifying the Important Values Underpinning Practice -- Carol and Claudia's Story -- Indicators of Low Engagement -- Chapter Summary -- 12.Implications for Approaches to Teacher Learning -- Introduction -- Shifting Expectations -- Valuing Different Learning Outcomes -- Chapter Summary -- 13.Teacher Self-Directed Learning: Further Insights -- Moving Forward: A Summary.
Other formats Also published electronically.
Subject Teachers -- In-service training.
ISBN 9789811035876 (eBook)
9789811035869 (hbk.) £66.99