Workplace Learning in Teacher Education: International Practice and Policy

ISBN-13: 9789402400076 / Angielski / Miękka / 2016 / 315 str.

Olwen McNamara; Jean Murray; Marion Jones

Opis

This book explores teacher workplace learning from four different perspectives: social policy, international comparators, multi-professional stances/perspectives and socio-cultural theory.

Spis treści

1. Framing Workplace Learning;Olwen McNamara, Marion Jones and Jean Murray.- 2. Developing a Multi-layered System of Distributed Expertise: What Does Cultural Historical Theory Bring to Understandings of Workplace Learning in School-University Partnerships?; Ann Childs, Anne Edwards and Jane McNicholl.- 3. Developing Knowledge for Qualified Professionals; Michael Eraut.- 4. Work-based, Accredited Professional Education: Insights from Medicine; Tim Dornan and Anne-Mette Mørcke.- 5. ‘In This Together’: Developing University-Workplace Partnerships in Initial Professional Training for Practitioner Educational Psychologists; Kevin Woods.- 6. Disentangling What it Means to Be a Teacher in the Twenty-first Century: Policy and Practice in Teachers’ Continuing Professional Learning; Bob Burstow and Meg Maguire.- 7. Pulling Learning Through: Building the Profession’s Skills in Making Use of Workplace Coaching Opportunities; Philippa Cordingley and Natalia Buckler.- 8. Empowering Teachers as Learners: Continuing Professional Learning Programmes as Sites for Critical Development in Pedagogical Practice; Yvonne Barnes and Yvette Solomon.- 9. Lesson Study in a Performative Culture; Julian Williams, Julie Ryan and Siân Morgan.- 10. The Policy Context of Teachers’ Workplace Learning: The Case for Research-based Professionalism in Teacher Education in England; Anne Campbell.- 11. Workplace Learning in Pre-service Teacher Education: An English Case Study; Olwen McNamara, Jean Murray and Marion Jones.- 12. Work-based Learning in Teacher Education: A Scottish Perspective; Jim Conroy, Graham Donaldson and Ian Menter.- 13. ‘Learningplace’ Practices and Initial Teacher Education in Ireland: Knowledge Generation, Partnerships and Pedagogy; Paul F. Conway, Rosaleen Murphy and Vanessa Rutherford.- 14. Teacher Learning in the Workplace in Initial Teacher Education in Portugal: Potential and Limits from a Student Teacher Perspective; Maria Assunção Flores.- 15. Learning to Teach in Norway: A Shared Responsibility; Kari Smith and Marit Ulvik.- 16. Teaching as a Master’s Level Profession in Finland: Theoretical Reflections and Practical Solutions; Pertti Kansanen.- 17. Improving Workplace Learning in Teacher Education; Jean Murray, Olwen McNamara and Marion Jones.

Blurb

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.