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Workplace learning in teacher education [electronic resource] : international practice and policy / Olwen McNamara, Jean Murray, Marion Jones, editors.

McNamara, Olwen, editor of compilation.; Murray, Jean, editor of compilation.; Jones, Marion, editor of compilation.
2014
LB1707
Available Online
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Title
Workplace learning in teacher education [electronic resource] : international practice and policy / Olwen McNamara, Jean Murray, Marion Jones, editors.
ISBN
9789400778269 electronic book
9400778260 electronic book
9789400778252
DOI
https://doi.org/10.1007/978-94-007-7826-9
Published
New York : Springer, 2014.
Language
English
Description
1 online resource (xiv, 315 pages) : illustrations.
Item Number
10.1007/978-94-007-7826-9 doi
Call Number
LB1707
Dewey Decimal Classification
370.711
Summary
This 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.
Access Note
Access limited to authorized users.
Source of Description
Description based on online resource; title from PDF title page (SpringerLink, viewed November 18, 2013).
Added Author
McNamara, Olwen, editor of compilation.
Murray, Jean, editor of compilation.
Jones, Marion, editor of compilation.
Series
Professional learning and development in schools and higher education ; v. 10.
Linked Resources
Online Access
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All Resources
1. 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.

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