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CERC Studies in Comparative Education

Teachers as Learners

Critical Discourse on Challenges and Opportunities

Authors: Kwo, Ora

  • Offers a cross-cultural analysis of teacher development.
  • Shows how educational reforms have an impact on teacher education.
  • With contributions by international experts.
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eBook $209.00
price for USA (gross)
  • ISBN 978-90-481-9676-0
  • Digitally watermarked, DRM-free
  • Included format: PDF
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $269.00
price for USA
  • ISBN 978-90-481-9675-3
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
About this book

In movements of educational reform across the world, educators are forging new roles, identities and relationships. Leadership is of course vital, but needs to be rooted in a capacity for learning. This volume responds to some of the tensions and paradoxes typically associated with educational reform, presenting a critical discourse on teachers as learners. Contributing authors highlight a range of culturally related challenges that teachers should not face in isolation. Sustainable teachers’ learning ideally requires a collective engagement to turn challenges into opportunities in the quest for meaningful professional development. This book offers a vision of a new relationship among educational workers as a joint force of learners in a cross-boundary endeavour aimed at a renewed moral commitment to education. Ora KWO is an Associate Professor in the Faculty of Education at the University of Hong Kong. As a university academic who has been involved in teacher education for three decades, she specialises in research on professional development and on the processes of learning to teach. In 1997 she was awarded a University Teaching Fellowship by the University of Hong Kong in recognition of her excellence in teaching. Since then, her research interests have extended to the quality of teaching and learning in higher education, and to the building of learning communities. In 1999-2000 she held a Universitas 21 Fellowship at the University of British Columbia in Vancouver. Since 2001, she has been an Honorary Professor at Hangzhou Normal University in China, where she initiated the building of a learning community under the theme, Teachers and Teacher Educators in Action Learning” (TATEAL). CERC Studies in Comparative Education (For complete publications list and other details, see inside pages) Other books published by CERC include: Carol K.K. Chan & Nirmala Rao (eds.) (2009): Revisiting The Chinese Learner: Changing Contexts, Changing Education. ISBN 978-962-8093-16-8. · Donald B. Holsinger & W. James Jacob (eds.) (2008): Inequality in Education: Comparative and International Perspectives. ISBN 978-962-8093-14-4. · Nancy Law, Willem J Pelgrum & Tjeerd Plomp (eds.) (2008): Pedagogy and ICT Use in Schools around the World: Findings from the IEA SITES 2006 Study. ISBN 978-962-8093-65-6. · David L. Grossman, Wing On Lee & Kerry J. Kennedy (eds.) (2008): Citizenship Curriculum in Asia and the Pacific. ISBN 978-962-8093-69-4. · David A. Watkins & John B. Biggs (eds.) (2001, reprinted 2009): Teaching the Chinese Learner: Psychological and Pedagogical Perspectives. ISBN 978-962-8093-72-4. · David A. Watkins & John B. Biggs (eds.) (1996, reprinted 1999): The Chinese Learner: Cultural, Psychological and Contextual Influences. ISBN 978-0-86431-182-5. Order through bookstores or from: Comparative Education Research Centre Faculty of Education, The University of Hong Kong Pokfulam Road, Hong Kong, China. Fax: (852) 2517 4737 E-mail: cerc@hkusub.hku.hk Website: www.hku.hk/cerc

Reviews

From the reviews:

“The book is an outgrowth of a meeting in Hong Kong of the World Assembly of the International Council on Education for Teaching (ICET). The result is a thorough and thoughtful examination of the role of the teacher as both a source of knowledge and a person who is in the process of learning. … should be read by every professor of education, every student teacher, every teacher, every principal, every school board member, and every superintendent.” (Linda Wanner, Internationale Zeitschrift für Erziehungswissenschaft, Vol. 56 (4), 2010)

Table of contents (15 chapters)

  • Introduction

    Kwo, Ora

    Pages 3-9

  • Research and Teacher Learning: Taking an Inquiry Stance

    Cochran-Smith, Marilyn (et al.)

    Pages 13-43

  • Telling Stories: Understanding Teachers’ Identity in a Context of Curriculum Innovation

    Issa, Ying Dan-Jun (et al.)

    Pages 45-63

  • Understanding Korean Children’s L2 Dialogue Journals: Towards a Model of Creative Apprenticeship for Integrating Teaching and Learning

    Mi-Song, Kim

    Pages 65-86

  • Teaching about Indigenous Forms of Knowledge: Insights from Non-Indigenous Teachers of Visual Arts Education in New Zealand

    Smith, Jill

    Pages 87-105

Buy this book

eBook $209.00
price for USA (gross)
  • ISBN 978-90-481-9676-0
  • Digitally watermarked, DRM-free
  • Included format: PDF
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $269.00
price for USA
  • ISBN 978-90-481-9675-3
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
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Bibliographic Information

Bibliographic Information
Book Title
Teachers as Learners
Book Subtitle
Critical Discourse on Challenges and Opportunities
Authors
Series Title
CERC Studies in Comparative Education
Series Volume
26
Copyright
2010
Publisher
Springer Netherlands
Copyright Holder
Springer Science+Business Media B.V.
eBook ISBN
978-90-481-9676-0
DOI
10.1007/978-90-481-9676-0
Hardcover ISBN
978-90-481-9675-3
Edition Number
1
Number of Pages
XIV, 350
Topics