Teachers as Learners

1. Front Matter

   Pages I-XIII

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2. Introduction

   1. Front Matter

      Pages 1-1

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   2. Introduction

      • Ora Kwo

      Pages 3-9

3. Research Stances on Learning and Teaching

   1. Front Matter

      Pages 11-11

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   2. Research and Teacher Learning: Taking an Inquiry Stance

      • Marilyn Cochran-Smith, Kelly Demers

      Pages 13-43

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

      • Ying Dan-Jun Issa, Huang Ai-Feng, Zheng Zhi-Lian

      Pages 45-63

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

      • Kim Mi-Song

      Pages 65-86

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

      • Jill Smith

      Pages 87-105

4. Initial Teacher Education

   1. Front Matter

      Pages 107-107

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   2. Mediating Inquiry: Using Videos of Exemplary Teaching in Pre-Service Teacher Education

      • Cheng Man-Wai, Wong Siu-Ling, Yung Hin-Wai Benny, Derek Hodson

      Pages 109-131

   3. Working and Learning Under Pressure: Reflexivity on Teacher Experience and Development

      • Alex Moore

      Pages 133-152

   4. From SET to STELT: Seeking the Meaning of Learning as a Community for Curriculum Development

      • Ora Kwo

      Pages 153-176

5. Continuing Professional Development

   1. Front Matter

      Pages 177-177

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   2. Lost in Translation: Mentors Learning to Participate in Competing Discourses of Practice

      • Lily Orland-Barak

      Pages 179-198

   3. The Role of the Headteacher in Teachers’ Continuing Professional Development

      • Michael Aiello, Kevin Watson

      Pages 199-216

   4. Mentoring as a Key Strategy in the Development of a Community of Reflective Practitioners in Tertiary Education

      • Ruth Gorinski, Cath Fraser, Lyn Ayo

      Pages 217-241

6. Policy Concerns for the Teaching Profession

   1. Front Matter

      Pages 243-243

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   2. Lessons on Reform: A Story of Teaching as Lived Practice *

      • Warren Mark Liew

      Pages 245-268

   3. Professional Standards: A Context for Teachers as Learners in Victorian Schools

      • Geoff Emmett

      Pages 269-291

   4. Professional Education for Teachers: Lessons from Other Professions

      • Robert J. Yinger

      Pages 293-310

In the worldwide movements of educational reform, educators are forging new roles, identities and relationships. Leadership is vital, but must be rooted in the capacity for learning. This volume responds to the tensions and paradoxes brought by educational reforms, presenting a critical discourse on teachers as learners. The contributions bring an array of cultural settings and methodological orientations, and reveal contextual burdens that teachers should not carry in isolation. Teachers’ learning demands collective engagement to turn challenges into opportunities in a sustainable quest for higher goals. The discourse concludes with a vision for a new relationship among educational workers as a joint force of learners in a cross-boundary endeavor for moral commitment to education.

• Comparative Education
• Critical Discourse
• Curriculum
• Educational Reform
• Teacher Learning
• education
• learning
• learning and instruction

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)

• Faculty of Education, The University of Hong Kong, Hong Kong, China

  Ora Kwo

Policies and ethics