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Teachers as professional learnerscon...

Allen, Jeanne Maree.

Teachers as professional learnerscontextualising identity across policy and practice /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers as professional learnersby Ellen Larsen, Jeanne Maree Allen.
Reminder of title:	contextualising identity across policy and practice /
Author:	Larsen, Ellen.
other author:	Allen, Jeanne Maree.
Published:	Cham :Springer International Publishing :2021.
Description:	xxxviii, 196 p. :ill. (some col.), digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	TeachersTraining of.
Online resource:	https://doi.org/10.1007/978-3-030-65931-8
ISBN:	9783030659318$q(electronic bk.)

Teachers as professional learnerscontextualising identity across policy and practice /
Larsen, Ellen.

Teachers as professional learnerscontextualising identity across policy and practice /[electronic resource] :by Ellen Larsen, Jeanne Maree Allen. - Cham :Springer International Publishing :2021. - xxxviii, 196 p. :ill. (some col.), digital ;24 cm.

1. Contextualising Teacher Professional Learning in Practice and Policy -- 2. Teachers as Professional Learners -- 3. Researching Beginning Teacher Professional Learning Identity -- 4.Understanding Professional Learning as Purposeful -- 5. Experiencing Professional Learning as Work Intensive -- 6. Professional Learning as an Act of Compliance -- 7. Focusing on the Future.

Drawing upon data from an Australian study, this book gives voice to beginning teachers navigating their way through their first year of teaching and discovering what it means to be professional learners. The chapters within provide rich insights into the ways in which beginning teachers make sense of the new and challenging experiences they face during the first year of teaching, and how these influence the development of their learner identities at this formative time of their careers. Professional learning, in response to teacher standards and associated accountability measures, often fails to acknowledge the importance of internal motivation and attitude to beginning teachers' sense of a professional learner identity. This book offers policy makers, teacher educators, school leaders, mentors and teachers a way of thinking about how beginning teachers can be supported to grow professionally and construct their identities as professional learners.

ISBN: 9783030659318$q(electronic bk.)

Standard No.: 10.1007/978-3-030-65931-8doiSubjects--Topical Terms:

278143
Teachers
--Training of.

LC Class. No.: LB1705 / .L377 2021

Dewey Class. No.: 370.711

Teachers as professional learnerscontextualising identity across policy and practice /
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505 0 $a 1. Contextualising Teacher Professional Learning in Practice and Policy -- 2. Teachers as Professional Learners -- 3. Researching Beginning Teacher Professional Learning Identity -- 4.Understanding Professional Learning as Purposeful -- 5. Experiencing Professional Learning as Work Intensive -- 6. Professional Learning as an Act of Compliance -- 7. Focusing on the Future.
520 $a Drawing upon data from an Australian study, this book gives voice to beginning teachers navigating their way through their first year of teaching and discovering what it means to be professional learners. The chapters within provide rich insights into the ways in which beginning teachers make sense of the new and challenging experiences they face during the first year of teaching, and how these influence the development of their learner identities at this formative time of their careers. Professional learning, in response to teacher standards and associated accountability measures, often fails to acknowledge the importance of internal motivation and attitude to beginning teachers' sense of a professional learner identity. This book offers policy makers, teacher educators, school leaders, mentors and teachers a way of thinking about how beginning teachers can be supported to grow professionally and construct their identities as professional learners.
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650 0 $a Identity (Psychology) $3 217901
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