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Improving Learning in a Professional Context: A Research Perspective on the New Teacher in School
ISBN-13: 9780415493390 / Angielski / Twarda / 2009 / 240 str.
Improving Learning in a Professional Context: A Research Perspective on the New Teacher in School
ISBN-13: 9780415493390 / Angielski / Twarda / 2009 / 240 str.
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Improving Learning in a Professional Context provides vital new evidence on exactly how teachers learn to be teachers; evidence that is likely to affect and influence the profession for many years to come. Demonstrating that learning in schools is more than simple 'cognitive' knowledge of the curriculum and teaching skills, this book suggests that we need to pay more attention to the emotional, relational, ethical, material, structural and temporal dimensions of the teaching experience. Based on empirical research, including interviews with new teachers, by teachers themselves, on a scale rarely seen before, the book reveals the complexity of learning in a professional context and gives some basic truths about what really matters in teaching. This book offers a fundamental critique of policy but also the prospect of constructive change for the better as the authors present accounts of what the 'real' experience of beginning teaching may be like, as well as lines for future research. Key questions are answered, such as:
- Do we really understand what beginners go through in the workplace?
- What is the experience of new teachers as they join one of the largest workforces in the developed world?
- What do teachers learn in the school, one of our universal institutions?
Do we really understand what beginners go through in the workplace? What, for example, is the experience of new teachers as they join one of the largest workforces in the developed world? What do they learn in the school, one of our universal institutions? This book provides vital new evidence on exactly how teachers learn to be teachers; evidence that is likely to affect and influence the profession for many years to come.
This book provides firm evidence that learning in the school as a workplace is about much, much more than ‘cognitive’ knowledge of the curriculum, teaching skills …and so on. From research on new teachers, by teachers themselves, on a scale rarely seen before, this book provides evidence that we need to pay more attention to the emotional, relational, ethical, material, structural and temporal dimensions of the teaching experience. Based on a series of in-depth interviews, the book reveals the complexity of learning in a professional context and gives some basic truths about what really matters in teaching.
Based on very large scale and comprehensive research, it offers not only a fundamental critique of policy but also the prospect of constructive change for the better as the author identifies both areas of policy that need review and lines for future research.
The author suggests that there are seven key dimensions of learning during the early stages of teacher education
- emotional
- relational
- structural
- cognitive
- ethical
- temporal
But as the author shows, professional standards, in particular, tend to be constructed solely on cognitive grounds: yet the evidence suggests that the experience of teachers is predominantly emotional and relational in nature. There is a real mismatch between what is happening and what should be happening.
Becoming a teacher is a process of a developing self-identity. An identity which can be understood and explained through this range of dimensions and their interrelationships. With this book, at last teachers and teacher educators can begin to understand this complex developmental process.
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