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Enacted personal professional learni...

Patterson, Carmel.

Enacted personal professional learningre-thinking teacher expertise with story-telling and problematics /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Enacted personal professional learningby Carmel Patterson.
Reminder of title:	re-thinking teacher expertise with story-telling and problematics /
Author:	Patterson, Carmel.
Published:	Singapore :Springer Singapore :2019.
Description:	xxv, 176 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	TeachersTraining of.
Online resource:	https://doi.org/10.1007/978-981-13-6007-7
ISBN:	9789811360077$q(electronic bk.)

Enacted personal professional learningre-thinking teacher expertise with story-telling and problematics /
Patterson, Carmel.

Enacted personal professional learningre-thinking teacher expertise with story-telling and problematics /[electronic resource] :by Carmel Patterson. - Singapore :Springer Singapore :2019. - xxv, 176 p. :ill., digital ;24 cm.

1 Introduction: Why a book on teacher professional learning now? -- 2 Developing expertise and personal professional learning: A global perspective -- 3 Re-envisioning teacher learning: Enacted Personal Professional Learning (EPPL) -- 4 Jaxon: The motivations of heart, happiness and the whole person -- 5 Chloe: Core drivers of experiential orientation, feedback and self-regulation -- 6 Mia: Resilience and pastoral care built within determined professionalism -- 7 Lili: Horizons for harnessing emotional positivity and dealing with change -- 8 Anh: Emotional suffering of resistance and pedagogical limitations -- 9 Encapsulating perspectives and problematics -- 10 Expertise, Third space thinking and EPPL Principles for action.

This book offers a vital new approach to teacher professional learning, drawing on teachers' stories from the field. It investigates expert teachers' professional learning and uses a narrative framework to analyse their meaning-making processes. The book focuses on how proficient teachers develop their expertise, emphasising that individual needs and the contextual nature of learning require a personally enacted approach. Further, it explores the stories of five secondary school teachers, nominated by their colleagues for their outstanding expertise, to present new insights into expert teachers' views. Using a new evidence-based approach, Enacted Personal Professional Learning, it incorporates teachers' unique perspectives, problems and thought processes to understand expert teachers' learning, and offers essential principles for promoting storytelling to help teachers be or become empowered educators who can actively shape education communities for teacher professional learning.

ISBN: 9789811360077$q(electronic bk.)

Standard No.: 10.1007/978-981-13-6007-7doiSubjects--Topical Terms:

278143
Teachers
--Training of.

LC Class. No.: LB1777 / .P388 2019

Dewey Class. No.: 373.1102

Enacted personal professional learningre-thinking teacher expertise with story-telling and problematics /
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505 0 $a 1 Introduction: Why a book on teacher professional learning now? -- 2 Developing expertise and personal professional learning: A global perspective -- 3 Re-envisioning teacher learning: Enacted Personal Professional Learning (EPPL) -- 4 Jaxon: The motivations of heart, happiness and the whole person -- 5 Chloe: Core drivers of experiential orientation, feedback and self-regulation -- 6 Mia: Resilience and pastoral care built within determined professionalism -- 7 Lili: Horizons for harnessing emotional positivity and dealing with change -- 8 Anh: Emotional suffering of resistance and pedagogical limitations -- 9 Encapsulating perspectives and problematics -- 10 Expertise, Third space thinking and EPPL Principles for action.
520 $a This book offers a vital new approach to teacher professional learning, drawing on teachers' stories from the field. It investigates expert teachers' professional learning and uses a narrative framework to analyse their meaning-making processes. The book focuses on how proficient teachers develop their expertise, emphasising that individual needs and the contextual nature of learning require a personally enacted approach. Further, it explores the stories of five secondary school teachers, nominated by their colleagues for their outstanding expertise, to present new insights into expert teachers' views. Using a new evidence-based approach, Enacted Personal Professional Learning, it incorporates teachers' unique perspectives, problems and thought processes to understand expert teachers' learning, and offers essential principles for promoting storytelling to help teachers be or become empowered educators who can actively shape education communities for teacher professional learning.
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