Item specifics
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Condition
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ISBN-13
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9780367133139
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Book Title
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Research-Informed Teacher Learning
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ISBN
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9780367133139
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Subject Area
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Education
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Publication Name
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Research-Informed Teacher Learning : Critical Perspectives on Theory, Research and Practice
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Publisher
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Taylor & Francis Group
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Item Length
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9.2 in
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Subject
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General
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Publication Year
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2020
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Series
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Routledge Research in Teacher Education Ser.
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Type
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Textbook
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Format
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Hardcover
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Language
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English
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Item Weight
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24.8 Oz
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Item Width
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6.1 in
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Number of Pages
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166 Pages
Research-Informed Teacher Learning: Critical Perspectives on Theory, Research an
About this product
Product Identifiers
Publisher
Taylor & Francis Group
ISBN-10
036713313X
ISBN-13
9780367133139
eBay Product ID (ePID)
20038299401
Product Key Features
Number of Pages
166 Pages
Language
English
Publication Name
Research-Informed Teacher Learning : Critical Perspectives on Theory, Research and Practice
Subject
General
Publication Year
2020
Type
Textbook
Subject Area
Education
Series
Routledge Research in Teacher Education Ser.
Format
Hardcover
Dimensions
Item Weight
24.8 Oz
Item Length
9.2 in
Item Width
6.1 in
Additional Product Features
Intended Audience
College Audience
Illustrated
Yes
Table Of Content
1. Research-informed teacher learning as professional practice. 2. Community-oriented Pre-Service Teachers: The limits of activism. 3. New directions in Headship Education in Scotland. 4. Musing on teacher mentoring and calls for clinical practice. 5. The ‘view from now’: what are the effects of recent changes to ITE Policy for the future? 6. The problem with randomised controlled trials for Education. 7. Professional Learning Communities as sites for Teacher Learning. 8. Teacher learning: Schön and the language of reflective practice. 9. Teachers’ professional knowledge work on poverty and disadvantage. 10. Supporting Student Teachers with Minority Identities: The Importance of Pastoral Care and Social Justice in Initial Teacher Education. 11. What Do We Mean When We Speak of Research Evidence in Education?
Synopsis
Research-Informed Teacher Learning explores career-long improvements in knowledge building and the skills required in curriculum reform, transformations in teaching methods, alterations to assessment, and restructurings in school administration and management, Research-Informed Teacher Learning explores career-long improvements in knowledge building and the skills required in curriculum reform, transformations in teaching methods, alterations to assessment, and restructurings in school administration and management. It pinpoints ways that practitioners benefit by actively participating in the development of their own professional activities at all levels of teaching service. The book mainly focuses on the professionals working in teaching and teacher education from pre-service training and development through early-mid career and into later stages of career mobility. It pinpoints the ways that practitioners need to be involved in the design and delivery of changing models of teacher education which helps in the development of their own professional activities at all levels of the teaching service. Dedicated to late Professor Carey Philpott, the book takes his ideas forward, particularly in the current conjuncture when teacher learning is curtailed and constrained by power brokers, politicians, policy makers in various undemocratic ways. This book will be of great interest for academics and researchers in the fields of teacher education, educational policy and politics, and lifelong learning and development., Research-Informed Teacher Learning explores career-long improvements in knowledge building and the skills required in curriculum reform, transformations in teaching methods, alterations to assessment, and restructurings in school administration and management. This extends to meeting the needs and interests of different and diverse students and groups of students, mentoring student teachers and beginning teachers, and supporting experienced teachers, so they are all responsive to their local school-communities, thereby contributing to democratic schooling and the public good. The book mainly focuses on the professionals working in teaching and teacher education from pre-service training and development through early-mid career and into later stages of career mobility. It pinpoints the ways that practitioners need to be involved in the design and delivery of changing models of teacher education which helps in the development of their own professional activities at all levels of the teaching service. Dedicated to the late Professor Carey Philpott, the book takes his ideas forward, particularly in the current conjuncture when teacher learning is curtailed and constrained by power brokers, politicians and policy makers in various undemocratic ways. This book will be of great interest for academics and researchers in the fields of teacher education, educational policy and politics, and lifelong learning and development.
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