Improving learning in a professional context : a research perspective on the new teacher in school / edited by Jim McNally and Allan Blake.

Format:

Book

Contributor:

McNally, Jim.

Blake, Allan.

Series:

Improving learning TLRP.

Improving learning

Language:

English

Subjects (All):

First year teachers--In-service training--Great Britain.

First year teachers.

First year teachers--Professional relationships--Great Britain.

Teachers, Probationary--Great Britain.

Teachers, Probationary.

Physical Description:

1 online resource (239 p.)

Edition:

1st ed.

Place of Publication:

Abingdon, Oxon ; New York, NY : Routledge, 2009.

Language Note:

English

Summary:

Improving Learning in a Professional Context provides vital new evidence on exactly how teachers learn to be teachers; evidence that is likely to affect and influence the profession for many years to come. Demonstrating that learning in schools is more than simple 'cognitive' knowledge of the curriculum and teaching skills, this book suggests that we need to pay more attention to the emotional, relational, ethical, material, structural and temporal dimensions of the teaching experience. Based on empirical research, including interviews with new teachers, by teachers themselves, on

Contents:

Book Cover; Title; Copyright; Contents; Tables; Contributors; Series Editor's Preface; Acknowledgements; Abbreviations; Chapter 1 Linda's story: A new teacher's tale; Chapter 2 The early professional learning of teachers: A model beginning; Chapter 3 A new concept of teacher-researcher?; Chapter 4 Feeling professional: New teachers and induction; Chapter 5 Who can you count on?: The relational dimension of new-teacher learning; Chapter 6 Making room for new teachers: The material dimension in beginning teaching

Chapter 7 The temporal, structural, cognitive and ethical dimensions of early professional learningChapter 8 Job satisfaction among newly qualified teachers in Scotland; Chapter 9 Fun in theory and practice: New teachers, pupil opinion and classroom environments; Chapter 10 Design of the times: Measuring interactivity, expert judgement and pupil development in the Early Professional Learning project; Chapter 11 An age at least to every part: A longitudinal perspective on the early professional learning of teachers

Chapter 12 The implications of early professional learning for schools and local authoritiesChapter 13 The invention of teachers: How beginning teachers learn; Index

Notes:

Description based upon print version of record.

ISBN:

1-135-27008-2

1-282-31580-3

9786612315800

0-203-86702-5

9780203867020

OCLC:

466909011