Overview
- Offers international comparators of the policy and practice relating to teacher education
- Offers cross professional insights into teacher workplace learning
- Presents the current state of research on teacher pre-service and continuing professional learning
- Links several theoretical perspectives to significant practical and political issues
- Includes supplementary material: sn.pub/extras
Part of the book series: Professional Learning and Development in Schools and Higher Education (PROD, volume 10)
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Table of contents (17 chapters)
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Front Matter
Keywords
- Coalition Government Education Policy
- Finnish Education System
- Learning to Teach
- MTL
- Master in Teaching and Learning
- Models of Teacher Workplace Learning
- National Leaders of Education
- National Support Schools
- Newly Qualified Teachers
- Our Next Generation of Outstanding Teachers
- Professional Learning
- School Based Professional Masters Programme
- School-to-School Support Networks
- Schools Direct
- Specialist Leaders of Education
- Teacher Professional Learning
- Teacher Workplace Learning
- Teaching School Alliances
- Teaching Schools
- The Importance of Teaching
- University Training Schools
- Workplace Learning
About this book
This book explores teacher workplace learning from four different perspectives: social policy, international comparators, multi-professional stances/perspectives and socio-cultural theory. First, it considers the policy and practice context of professional learning in teacher education in England, and the rest of the UK, with particular reference to professional masters level provision. The importance of teachers’ and schools’ perceptions of improvement, development and learning, and the inherent tensions between individual, school and government priorities is explored. Second, the book considers models of teacher workplace learning to be found in international research and practice to explore what perspective they can bring to understanding policy and practice relating to workplace learning in the UK. Third, it draws on cross-professional analysis to get an intellectual and theoretical purchase on workplace learning by examining how insights from across the professions can provide us with useful perspectives on policy and practice. The analysis draws particularly on insights from medicine and educational psychology. Fourth, the book cross-fertilises research and practice across the field of education by drawing on insights from perspectives such as socio-cultural and activity theory and situated learning/cognition to discover what they can offer in analysing the theoretical and pedagogic underpinnings of teacher workplace learning. In short, the book offers a number of contexts for exploring how best to conceptualise and theorise learning in the workplace in order to generate evidence to inform policy and practice and facilitates the development of a more theoretically informed and robust model of workplace learning and teaching.
Editors and Affiliations
Bibliographic Information
Book Title: Workplace Learning in Teacher Education
Book Subtitle: International Practice and Policy
Editors: Olwen McNamara, Jean Murray, Marion Jones
Series Title: Professional Learning and Development in Schools and Higher Education
DOI: https://doi.org/10.1007/978-94-007-7826-9
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media Dordrecht 2014
Hardcover ISBN: 978-94-007-7825-2Published: 02 December 2013
Softcover ISBN: 978-94-024-0007-6Published: 23 August 2016
eBook ISBN: 978-94-007-7826-9Published: 19 November 2013
Series ISSN: 1879-8624
Series E-ISSN: 2543-0556
Edition Number: 1
Number of Pages: XIV, 315
Number of Illustrations: 14 b/w illustrations
Topics: Teaching and Teacher Education, Educational Policy and Politics, International and Comparative Education