Quality Learning Teachers Changing Their Practice.
2017
L1-991
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Details
Title
Quality Learning Teachers Changing Their Practice.
Author
Smith, Kathy.
ISBN
9789463009140 (electronic book)
9463009140 (electronic book)
9463009140 (electronic book)
Publication Details
Rotterdam : SensePublishers, 2017.
Language
English
Description
1 online resource (170 pages)
Call Number
L1-991
Dewey Decimal Classification
370
Summary
When teachers are supported to work together in ways that allow them to deepen knowledge of their professional practice, the understandings that emerge from their conversations about quality learning and teaching demonstrate a high level of expertise. Yet such professional knowledge is often deeply embedded within each teacher's everyday teaching; the tacit knowledge that determines how and why they attend to student learning in certain ways. This book captures the professional knowledge of teachers that developed as the result of an ongoing process of school based change, where teachers began to work differently because they began to think differently about the learning that mattered for their students in their school. The explication of their knowledge of practice became possible due to the ongoing support they received from their school leadership -- in most part because leadership trusted them as professionals to responsibly lead student learning.
Note
Description based upon print version of record.
When teachers are supported to work together in ways that allow them to deepen knowledge of their professional practice, the understandings that emerge from their conversations about quality learning and teaching demonstrate a high level of expertise. Yet such professional knowledge is often deeply embedded within each teacher's everyday teaching; the tacit knowledge that determines how and why they attend to student learning in certain ways. This book captures the professional knowledge of teachers that developed as the result of an ongoing process of school based change, where teachers began to work differently because they began to think differently about the learning that mattered for their students in their school. The explication of their knowledge of practice became possible due to the ongoing support they received from their school leadership -- in most part because leadership trusted them as professionals to responsibly lead student learning.
When teachers are supported to work together in ways that allow them to deepen knowledge of their professional practice, the understandings that emerge from their conversations about quality learning and teaching demonstrate a high level of expertise. Yet such professional knowledge is often deeply embedded within each teacher's everyday teaching; the tacit knowledge that determines how and why they attend to student learning in certain ways. This book captures the professional knowledge of teachers that developed as the result of an ongoing process of school based change, where teachers began to work differently because they began to think differently about the learning that mattered for their students in their school. The explication of their knowledge of practice became possible due to the ongoing support they received from their school leadership -- in most part because leadership trusted them as professionals to responsibly lead student learning.
Access Note
Access limited to authorized users.
Added Author
Loughran, John.
Series
Professional learning.
Available in Other Form
Quality Learning : Teachers Changing Their Practice
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Online Access
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