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Teacher Learning and Power in the Knowledge Society

  • Book
  • © 2012

Overview

Editors:
  1. Rosemary Clark

    1. Ontario Teachers’ Federation, Canada

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    You can also search for this editor in PubMed   Google Scholar

  2. D. W. Livingstone

    1. University of Toronto, Canada

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    You can also search for this editor in PubMed   Google Scholar

  3. Harry Smaller

    1. York University, Canada

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    You can also search for this editor in PubMed   Google Scholar

  • Written by experts, Gives a modern approach, Comprehensive in Scope

Part of the book series: The Knowledge Economy and Education (KNOW, volume 5)

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Table of contents (10 chapters)

  1. Front Matter

    Pages i-xvi
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    1. Introduction

      • D. W. Livingstone, Harry Smaller, Rosemary Clark
      Pages 1-11

  3. Comparative Perspectives on Professionals’ Work and Learning

    1. Front Matter

      Pages 13-13
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    2. Teachers and other Professionals

      • D. W. Livingstone, Fab Antonelli
      Pages 15-43

    3. Teachers’ and other Professionals’ Learning Practices

      • Fab Antonelli, D. W. Livingstone
      Pages 45-66

  4. Teachers’ Work and Learning

    1. Front Matter

      Pages 66-66
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    2. Overview of Teachers’ Work and Learning

      • Harry Smaller
      Pages 69-86

    3. Full-Time Teachers’ Learning

      • Paul Tarc
      Pages 87-108

    4. Occasional Teachers’ Job-Related Learning

      • Katina Pollock
      Pages 109-125

    5. Beginning Teachers

      • Harry Smaller
      Pages 127-141

  5. Implications and Applications

    1. Front Matter

      Pages 143-143
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    2. Professional Control and Professional Learning

      • Rosemary Clark
      Pages 145-160

    3. Case Study

      • Jim Strachan
      Pages 161-176

    4. Conclusion

      • Rosemary Clark, D. W. Livingstone, Harry Smaller
      Pages 177-184

  6. Back Matter

    Pages 185-215
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Keywords

About this book

The rise of knowledge workers has been widely heralded but there has been little research on their actual learning practices. This book provides the first systematic comparative study of the formal and informal learning of different professional groups, with a particular focus on teachers. Drawing on unique large-scale national surveys of working conditions and learning practices in Canada, teachers are compared with doctors and lawyers, nurses, engineers and computer programmers, as well as other professionals. The class positions of professionals (self-employed, employers, managers or employees) and their different collective bargaining and organizational decision-making powers are found to have significant effects on their formal learning and professional development (PD). Teachers’ learning varies according to their professionally-based negotiating and school-based decision-making powers. Two further national surveys of thousands of Canadian classroom teachers as well as more in-depth case studies offer more insight into the array of teachers’ formal and informal learning activities. Analyses of regular full-time teachers, occasional teachers and new teachers probe their different learning patterns. The international literature on teacher professional development and related government policies is reviewed and major barriers to job-embedded, ongoing professional learning are identified. Promising alternative forms of integrating teachers’ work and their professional learning are illustrated. Teacher empowerment appears to be an effective means to ensure more integrated professional learning as well as to aid fuller realization of knowledge societies and knowledge economies.

Editors and Affiliations

  • Ontario Teachers’ Federation, Canada

    Rosemary Clark

  • University of Toronto, Canada

    D. W. Livingstone

  • York University, Canada

    Harry Smaller

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