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Teachers as professional learners = ...

Larsen, Ellen.

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Teachers as professional learners = contextualising identity across policy and practice /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers as professional learners/ by Ellen Larsen, Jeanne Maree Allen.
Reminder of title:	contextualising identity across policy and practice /
Author:	Larsen, Ellen.
other author:	Allen, Jeanne Maree.
Published:	Cham :Springer International Publishing : : 2021.,
Description:	xxxviii, 196 p. :ill. (some col.), digital ;24 cm.
[NT 15003449]:	1. Contextualising Teacher Professional Learning in Practice and Policy -- 2. Teachers as Professional Learners -- 3. Researching Beginning Teacher Professional Learning Identity -- 4.Understanding Professional Learning as Purposeful -- 5. Experiencing Professional Learning as Work Intensive -- 6. Professional Learning as an Act of Compliance -- 7. Focusing on the Future.
Contained By:	Springer Nature eBook
Subject:	Teachers - Training of. -
Online resource:	https://doi.org/10.1007/978-3-030-65931-8
ISBN:	9783030659318

Teachers as professional learners = contextualising identity across policy and practice /
Larsen, Ellen.

Teachers as professional learnerscontextualising identity across policy and practice /[electronic resource] :by Ellen Larsen, Jeanne Maree Allen. - Cham :Springer International Publishing :2021. - xxxviii, 196 p. :ill. (some col.), digital ;24 cm.

1. Contextualising Teacher Professional Learning in Practice and Policy -- 2. Teachers as Professional Learners -- 3. Researching Beginning Teacher Professional Learning Identity -- 4.Understanding Professional Learning as Purposeful -- 5. Experiencing Professional Learning as Work Intensive -- 6. Professional Learning as an Act of Compliance -- 7. Focusing on the Future.

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.

ISBN: 9783030659318

Standard No.: 10.1007/978-3-030-65931-8doiSubjects--Topical Terms:

521129
Teachers
--Training of.

LC Class. No.: LB1705 / .L377 2021

Dewey Class. No.: 370.711

Teachers as professional learners = contextualising identity across policy and practice /
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505 0 $a 1. Contextualising Teacher Professional Learning in Practice and Policy -- 2. Teachers as Professional Learners -- 3. Researching Beginning Teacher Professional Learning Identity -- 4.Understanding Professional Learning as Purposeful -- 5. Experiencing Professional Learning as Work Intensive -- 6. Professional Learning as an Act of Compliance -- 7. Focusing on the Future.
520 $a 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.
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