Teachers as Professional Learners: Contextualising Identity Across Policy and Practice

ISBN-13: 9783030659301 / Angielski / Twarda / 2021 / 196 str.

Ellen Larsen; Jeanne Maree Allen

Spis treści

1 Contextualising Teacher Professional Learning in Practice and Policy

Introduction

Entering the Teaching Profession

A Focus on Professional Learning

Professional Learning in Policy

References

2 Teachers as Professional Learners

Introduction

The Experiences of Beginning Teachers

Professional Learning

The Beginning Teacher as Professional Learner

Teacher Identity and the Professional Learner

Conclusion

References

3 Researching Beginning Teacher Professional Learning Identity

Introduction

Beginning Teachers Making Meaning of Their Experiences

Types of Interpretations

Dimension of Locus

Dimension of Stability

Dimension of Controllability

Responses to Interpretations

Locus and Self-Efficacy

O autorze

Ellen Larsen is Lecturer in Curriculum and Pedagogy at the University of Southern Queensland, Australia. Her research interests include teacher educator practice and professionalism.

Jeanne Allen is Associate Professor of Teacher Education and the Higher Degree Research Convenor in the School of Education and Professional Studies at Griffith University, Australia. Her research expertise is in teacher education, standardised educational contexts, teacher identity and student engagement and retention.

Blurb

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.