國立高雄大學圖資館 |

語系: 繁體中文

說明(常見問題)

圖資館首頁

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Teachers as professional learnerscon...

Allen, Jeanne Maree.

Teachers as professional learnerscontextualising identity across policy and practice /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teachers as professional learnersby Ellen Larsen, Jeanne Maree Allen.
其他題名:	contextualising identity across policy and practice /
作者:	Larsen, Ellen.
其他作者:	Allen, Jeanne Maree.
出版者:	Cham :Springer International Publishing :2021.
面頁冊數:	xxxviii, 196 p. :ill. (some col.), digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	TeachersTraining of.
電子資源:	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 /
LDR:02373nmm a2200325 a 4500 001 597039
003 DE-He213
005 20210625134007.0
006 m d
007 cr nn 008maaau
008 211019s2021 sz s 0 eng d
020 $a 9783030659318$q(electronic bk.)
020 $a 9783030659301$q(paper)
024 7 $a 10.1007/978-3-030-65931-8 $2 doi
035 $a 978-3-030-65931-8
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1705 $b .L377 2021
072 7 $a JNMT $2 bicssc
072 7 $a EDU046000 $2 bisacsh
072 7 $a JNMT $2 thema
082 0 4 $a 370.711 $2 23
090 $a LB1705 $b .L334 2021
100 1 $a Larsen, Ellen. $3 890118
245 1 0 $a Teachers as professional learners $h [electronic resource] : $b contextualising identity across policy and practice / $c by Ellen Larsen, Jeanne Maree Allen.
260 $a Cham : $b Springer International Publishing : $b Imprint: Palgrave Macmillan, $c 2021.
300 $a xxxviii, 196 p. : $b ill. (some col.), digital ; $c 24 cm.
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.
650 0 $a Teachers $x Training of. $3 278143
650 0 $a Teachers $x Training of $z Australia. $3 701724
650 0 $a Teaching $x Psychological aspects. $3 289418
650 0 $a Identity (Psychology) $3 217901
650 0 $a Teachers $x Professional relationships. $3 319003
650 1 4 $a Teaching and Teacher Education. $3 338703
650 2 4 $a Professional & Vocational Education. $3 275120
650 2 4 $a Learning & Instruction. $3 274699
650 2 4 $a Self and Identity. $3 739813
700 1 $a Allen, Jeanne Maree. $3 890119
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer Nature eBook
856 4 0 $u https://doi.org/10.1007/978-3-030-65931-8
950 $a Education (SpringerNature-41171)