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001 978-94-007-7826-9
003 DE-He213
005 20160615105858.0
007 cr nn 008mamaa
008 131113s2014 ne | s |||| 0|eng d
020 _a9789400778269
_9978-94-007-7826-9
024 7 _a10.1007/978-94-007-7826-9
_2doi
049 _aAlfaisal Main Library
050 4 _aLB1024.2-1050.75
050 4 _aLB1705-2286
072 7 _aJNMT
_2bicssc
072 7 _aEDU046000
_2bisacsh
072 7 _aEDU024000
_2bisacsh
082 0 4 _a370.711
_223
245 1 0 _aWorkplace Learning in Teacher Education
_h[electronic resource] :
_bInternational Practice and Policy /
_cedited by Olwen McNamara, Jean Murray, Marion Jones.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2014.
300 _aXIV, 315 p. 14 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aProfessional Learning and Development in Schools and Higher Education ;
_v10
505 0 _a1. Framing Workplace Learning -- 2. Developing a Multi-layered System of Distributed Expertise: What Does Cultural Historical Theory Bring to Understandings of Workplace Learning in School-University Partnerships?- 3. Developing Knowledge for Qualified Professionals -- 4. Work-based, Accredited Professional Education: Insights from Medicine -- 5. ‘In This Together’: Developing University-Workplace Partnerships in Initial Professional Training for Practitioner Educational Psychologists -- 6. Disentangling What it Means to Be a Teacher in the Twenty-first Century: Policy and Practice in Teachers’ Continuing Professional Learning -- 7. Pulling Learning Through: Building the Profession’s Skills in Making Use of Workplace Coaching Opportunities -- 8. Empowering Teachers as Learners: Continuing Professional Learning Programmes as Sites for Critical Development in Pedagogical Practice -- 9. Lesson Study in a Performative Culture -- 10. The Policy Context of Teachers’ Workplace Learning: The Case for Research-based Professionalism in Teacher Education in England -- 11. Workplace Learning in Pre-service Teacher Education: An English Case Study -- 12. Work-based Learning in Teacher Education: A Scottish Perspective -- 13. ‘Learningplace’ Practices and Initial Teacher Education in Ireland: Knowledge Generation, Partnerships and Pedagogy -- 14. Teacher Learning in the Workplace in Initial Teacher Education in Portugal: Potential and Limits from a Student Teacher Perspective -- 15. Learning to Teach in Norway: A Shared Responsibility -- 16. Teaching as a Master’s Level Profession in Finland: Theoretical Reflections and Practical Solutions -- 17. Improving Workplace Learning in Teacher Education.
520 _aThis book explores teacher workplace learning from four different perspectives: social policy, international comparators, multi-professional stances/perspectives and socio-cultural theory. First, it considers the policy and practice context of professional learning in teacher education in England, and the rest of the UK, with particular reference to professional masters level provision. The importance of teachers’ and schools’ perceptions of improvement, development and learning, and the inherent tensions between individual, school and government priorities is explored. Second, the book considers models of teacher workplace learning to be found in international research and practice to explore what perspective they can bring to understanding policy and practice relating to workplace learning in the UK. Third, it draws on cross-professional analysis to get an intellectual and theoretical purchase on workplace learning by examining how insights from across the professions can provide us with useful perspectives on policy and practice. The analysis draws particularly on insights from medicine and educational psychology. Fourth, the book cross-fertilises research and practice across the field of education by drawing on insights from perspectives such as socio-cultural and activity theory and situated learning/cognition to discover what they can offer in analysing the theoretical and pedagogic underpinnings of teacher workplace learning. In short, the book offers a number of contexts for exploring how best to conceptualise and theorise learning in the workplace in order to generate evidence to inform policy and practice and facilitates the development of a more theoretically informed and robust model of workplace learning and teaching.
650 0 _aEducation.
650 0 _aInternational education.
650 0 _aComparative education.
650 0 _aEducational policy.
650 0 _aducation and state.
650 0 _aTeaching.
650 1 4 _aEducation.
650 2 4 _aTeaching and Teacher Education.
650 2 4 _aEducational Policy and Politics.
650 2 4 _aInternational and Comparative Education.
655 7 _aElectronic books.
_2local
700 1 _aMcNamara, Olwen.
_eeditor.
700 1 _aMurray, Jean.
_eeditor.
700 1 _aJones, Marion.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400778252
830 0 _aProfessional Learning and Development in Schools and Higher Education ;
_v10
856 4 0 _uhttp://ezproxy.alfaisal.edu/login?url=http://dx.doi.org/10.1007/978-94-007-7826-9
912 _aZDB-2-SHU
942 _2lcc
_cEBOOKS
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