Download or read book Teacher Learning in Changing Contexts written by Alison Castro Superfine and published by Taylor & Francis. This book was released on 2022-09-13 with total page 311 pages. Available in PDF, EPUB and Kindle. Book excerpt: New to the Routledge Advances in Learning Sciences series, this book highlights diverse approaches taken by researchers in the Learning Sciences to support teacher learning. It features international perspectives from world class researchers that exemplify new lenses on the work of teaching, encompassing new objects of learning, methods and tools; new ways of working with researchers and peers; and new efforts to work with the systems in which teachers are embedded. Together, the chapters in this volume reflect a new frontier of research on teacher learning that leverages diversity in the content, contexts, objects of inquiry, and tools for supporting shifts in instructional practice. Divided into three sections, chapters question: What new pedagogies and knowledge do teachers need to facilitate student learning in the 21st century? How do learning sciences’ tools, strategies, and experiences provide opportunities for them to learn these? What role do teachers play as co-designers of educational innovations? What unique affordances does co-design afford for teacher learning? What do teachers learn through engaging in co-design? How do teachers work and learn as part of interdisciplinary teams within educational systems? What might it look like to design for teacher learning in these broader organizational systems? Uniquely highlighting how cycles of reflection and co-design can serve as important mechanisms to support teacher learning, this invaluable book lays the groundwork for sustained teacher learning and instructional improvement.
Download or read book Revisiting The Chinese Learner written by Carol K.K. Chan and published by Springer Science & Business Media. This book was released on 2010-03-10 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: It is seventeen years since I first formulated ‘The paradox of the Chinese learner’ in a conference in Kathmandu, Nepal. My original formulation of the paradox was that westerners saw Chinese students as rote learning massive amounts of information in fierce exam-dominated classrooms – yet in international comparisons, students in the Confucian heritage cla- rooms greatly outperformed western students learning in ‘progressive’ western classrooms. This seeming paradox raised all sorts of questions to which many others have contributed important answers, especially that by Ference Marton on how Chinese learners construed the roles of memory and understanding in ways that were foreign to typical western educators. Much of this work was brought together in The Chinese Learner (1996), edited by David Watkins and myself. That work raised more questions still, especially about educational contexts, beliefs and practices, which were investigated in contributions to Teaching the Chinese Learner (2001). And now we have Revisiting the Chinese Learner, which is a very timely collection of excellent contributions that take into account the many changes that have taken place since 2001, changes such as: 1. The globalisation of education especially through educational technology, and enormous socio-economic changes, especially in China itself. 2. Changes in educational policy, aims, curriculum and organi- tion, and decentralisation of educational decision-making in many Confucian heritage cultures. 3.
Download or read book Science Teachers Learning written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2016-01-15 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science.
Download or read book Teacher Professional Development in Changing Conditions written by Douwe Beijaard and published by Springer Science & Business Media. This book was released on 2005-12-12 with total page 353 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents some highlights from the deliberations of the 2003 conference of the International Study Association on Teachers and Teaching (ISATT). Part 1 presents the five keynote addresses of the conference, while Parts 2 through 4 present selected papers related to each of three sub-themes: knowledge construction and learning to teach, perspectives on teachers’ personal and professional lives, and teachers’ workplace as context for learning. The chapters in this book provide an array of approaches to understanding the process of teacher learning within the current context of the changing workplace environment. They also provide an important international perspective on the complex issues revolving around the international educational reform movement. Basically, they show how teachers’ workplace (inside and outside schools) are more than ever subject to continuous change and that, subsequently, standards for teaching must be flexible to these changing conditions. This asks for a redefinition of teacher professionalism in which the role of context in teacher learning is emphasized as well as the improvement of the quality of teacher thinking and learning. Related to the ever-changing context of teaching, a dynamic approach to teaching and teacher learning is required, in which identity development is crucial. Researchers have an important role to play in revealing and explaining how teachers can build their professional identity, through self-awareness and reflection, in the ever-changing educational contexts throughout the world.
Download or read book Building School Based Teacher Learning Communities written by Milbrey W. McLaughlin and published by Teachers College Press. This book was released on 2006 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: Building on extensive evidence that school-based teacher learning communities improve student outcomes, this book lays out an agenda to develop and sustain collaborative professional cultures. McLaughlin and Talbert—foremost scholars of school change and teaching contexts—provide an inside look at the processes, resources, and system strategies that are necessary to build vibrant school-based teacher learning communities. Offering a compelling, straightforward blueprint for action, this book: Takes a comprehensive look at the problem of improving the quality of teaching across the United States, based on evidence and examples from the authors’ nearly two decades of research.Demonstrates how and why school-based teacher learning communities are bottom-line requirements for improved instruction. Outlines the resources and supports needed to build and sustain a long-term school-based teacher professional community. Discusses the nature of high-quality professional development to support learning and changes in teaching.Details the roles and responsibilities of policymakers at all levels of the school system. “This book offers vivid examples of how teacher learning communities are formed and sustained. A must-read for educators at all levels who are serious about enacting change.” —Amy M. Hightower, Assistant Director, American Federation of Teachers
Download or read book Developing Teachers and Developing Schools in Changing Contexts written by Zijian Li and published by Chinese University Press. This book was released on 2008 with total page 456 pages. Available in PDF, EPUB and Kindle. Book excerpt: More than ever, schools are regarded as a learning community in which its leaders, and therefore the school's primary agents of change, are expected to stay abreast of the latest developments in education and instruction. This book provides important insights for improving professional development activities, school-university partnerships and networks, educational management, as well as teaching and learning in schools and colleges. It builds on research conducted in the 1990s, during which the pursuit of school improvement and skill development first converged.
Download or read book Professional Learning in Changing Contexts written by Tara Fenwick and published by Routledge. This book was released on 2016-04-08 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: The knowledge and decisions of professionals influence all facets of modern life, a fact reflected by the increasing and distinct emphasis on public accountability for what professionals know and do. The nature of this accountability has been fundamentally transformed in response to a changing context of market pressures, network arrangements, declining discretion and public trust, and public managerialism. To tackle these challenges, an important body of research has emerged which concentrates on the material elements and processes of professional learning, and considers how these affect wider society. This volume presents specific pressures on professionals’ learning in different occupational contexts ranging from public school teaching to medicine and creative industry. These pressures are wrought by changing regulatory frameworks, changing modes of organising, changing demands and changing knowledge authorities in professional practice. The authors stress the importance of understanding these relations as sociomaterial webs through which the important moments of professional action and decisions emerge. This approach moves us beyond accepting ‘learning’ as an identifiable, individualist phenomenon by emphasising the multiplicities around professional practice ‘standards’ and ‘quality’, workarounds, responsibility, agency, and knowledge practices. As the chapters here demonstrate, sociomaterial perspectives raise new questions and methodologies that can highlight what is often invisible in the sometimes messy dynamics of professional learning, and point to new ways of promoting and supporting professional education. This book was originally published as a special issue of the Journal of Education and Work.
Download or read book Handbook of Research on Teacher Education written by Marilyn Cochran-Smith and published by Routledge. This book was released on 2008-02-19 with total page 1840 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-Published by Routledge/Taylor & Francis Group and the Association of Teacher Educators. The Handbook of Research on Teacher Education was initiated to ferment change in education based on solid evidence. The publication of the First Edition was a signal event in 1990. While the preparation of educators was then – and continues to be – the topic of substantial discussion, there did not exist a codification of the best that was known at the time about teacher education. Reflecting the needs of educators today, the Third Edition takes a new approach to achieving the same purpose. Beyond simply conceptualizing the broad landscape of teacher education and providing comprehensive reviews of the latest research for major domains of practice, this edition: stimulates a broad conversation about foundational issues brings multiple perspectives to bear provides new specificity to topics that have been undifferentiated in the past includes diverse voices in the conversation. The Editors, with an Advisory Board, identified nine foundational issues and translated them into a set of focal questions: What’s the Point?: The Purposes of Teacher Education What Should Teachers Know? Teacher Capacities: Knowledge, Beliefs, Skills, and Commitments Where Should Teachers Be Taught? Settings and Roles in Teacher Education Who Teaches? Who Should Teach? Teacher Recruitment, Selection, and Retention Does Difference Make a Difference? Diversity and Teacher Education How Do People Learn to Teach? Who’s in Charge? Authority in Teacher Education How Do We Know What We Know? Research and Teacher Education What Good is Teacher Education? The Place of Teacher Education in Teachers’ Education. The Association of Teacher Educators (ATE) is an individual membership organization devoted solely to the improvement of teacher education both for school-based and post secondary teacher educators. For more information on our organization and publications, please visit: www.ate1.org
Download or read book Understanding Language Classroom Contexts written by Martin Wedell and published by Bloomsbury Publishing. This book was released on 2013-04-11 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: Arguably the whole point of education is to effect change in what people know and are able to do. Globalization has contributed to a common perception worldwide of the need to introduce changes to the teaching and learning of languages. The success of many attempts to do so has been limited by insufficient consideration of implementation contexts. Understanding Language Classroom Contexts explores and illustrates how what happens in any (language) classroom is influenced by (and can be an influence on) the contexts in which it is situated. A clear understanding of these influences is thus the starting point for planning effective change. The book considers many visible and invisible features of the multiple layers of any context, and provides a framework for understanding the types of factors that may influence whether changes (planned by a teacher or externally initiated) are likely to be successful. The book will help teachers (and educational managers or change planners outside the classroom) to understand why their classrooms are as they are and so to make informed decisions about what can or cannot (or not easily) be changed, and suggests how any changes might be appropriately managed.
Download or read book Being a Teacher written by Lucy Cooker and published by Routledge. This book was released on 2018-02-02 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sharing the stories of educators working in a diverse range of international contexts, Being a Teacher uses personal narratives to explore effective teaching and learning in global settings. Demonstrating how personal values influence pedagogical practice, and asking how practice can be improved, authors reflect on their experiences not just as teachers, but also as learners, to offer essential guidance for all prospective educational professionals. The book focuses on teacher narratives as a vehicle for consideration of teacher professionalism, and as a way of understanding issues which are important to teachers in different contexts. By sharing and analysing these narratives, the book discusses the increasing complexity of teaching as a profession, and considers the commonality within the narratives. Each chapter includes graphic representations of analysis and encourages its reader to reflect critically on central questions, thereby constructing their own narrative. Being a Teacher provides an in-depth and engaging insight into the education system at a global level, making it an essential read for anyone embarking on a teaching career within the international education market.
Download or read book Transformative Pedagogies for Teacher Education written by Ann E. Lopez and published by IAP. This book was released on 2019-07-01 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the second book in the series Transformative Pedagogies for Teacher Education. Like the first book in the series it is geared towards practitioners in the field of teacher education. This second book focuses on action, agency and dialogue. It features chapters by a collection of teacher educators, researchers, teacher advocates and practitioners drawing on their research and experiences with teacher candidates to explore critical issues in teacher education. The book will be useful to teacher educators working with teacher candidates in different contexts, particularly diverse contexts. Given demographic shifts and the need for educators to respond to growing diversity in schools, educators will find valuable strategies in Transformative Pedagogies in Teacher Education: Critical Action, Agency and Dialogue in Teaching and Learning Contexts they can implement in their own practice. In addition to valuable strategies, authors explore different approaches and perspectives in teacher education in the preparation of teacher candidates for a changing world. Critical notions of education are posited from different perspectives and locations. This book will be useful for schools, school boards and districts engaging in ongoing professional development of teachers. It will also be of value to school leaders and aspiring leaders in principal preparation programs as working with new teachers and teacher educators is an integral part of their role.
Download or read book Rousing Minds to Life written by Roland G. Tharp and published by Cambridge University Press. This book was released on 1991-03-29 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: Addressing widespread discontent with contemporary schooling, Roland Tharp and Ronald Gallimore develop a unified theory of education and offer a prescription: the reconstitution of schools as 'educating societies'. Drawing on studies from the family nursery through the university seminar, and on their own successful experiences with thousands of students over two decades, their theory is firmly based in a culture-sensitive devellopmental psychology but seeks to integrate all the recent work in the Vygotskian tradition with basic concepts in cognitive science, anthropology, and sociolinguistics. One of the authors' primary resources is the Kamehameha Elementary Education Program (KEEP), generally regarded as the world's outstanding research and development program for elementary schooling.
Download or read book Understanding Glocal Contexts in Education written by Jaime Grinberg and published by Kendall/Hunt Publishing Company. This book was released on 2019-04-10 with total page 235 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Changing Times In Teacher Education written by Marvin F. Wideen and published by Routledge. This book was released on 2013-05-13 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: Pressures for reform in teacher education have begun to take on the same sense of urgency as school reform. Those faculties of education who have been strong advocates for change in the schools now find themselves the subject of similar pressures from governmental policy makers. Attempts at change have taken place in many different countries and jurisdictions around the world.; This book details, through a series of international vignettes, how teachers are responding to the changing times and social contexts in which they do their work. The authors hold the view that changes are inevitable in teacher education but what is not clear is who will control the changes and whether the end result will actually improve the preparation of teachers. The theme of the book is that the reform of teacher education should be informed by intelligent debate and that any attempt to restructure teacher preparation should result from a careful reconceptualisation of it purposes and processes.
Download or read book Learning That Transfers written by Julie Stern and published by Corwin Press. This book was released on 2021-03-30 with total page 333 pages. Available in PDF, EPUB and Kindle. Book excerpt: "It is a pleasure to have a full length treatise on this most important topic, and may this focus on transfer become much more debated, taught, and valued in our schools." - John Hattie Teach students to use their learning to unlock new situations. How do you prepare your students for a future that you can’t see? And how do you do it without exhausting yourself? Teachers need a framework that allows them to keep pace with our rapidly changing world without having to overhaul everything they do. Learning That Transfers empowers teachers and curriculum designers alike to harness the critical concepts of traditional disciplines while building students’ capacity to navigate, interpret, and transfer their learning to solve novel and complex modern problems. Using a backwards design approach, this hands-on guide walks teachers step-by-step through the process of identifying curricular goals, establishing assessment targets, and planning curriculum and instruction that facilitates the transfer of learning to new and challenging situations. Key features include Thinking prompts to spur reflection and inform curricular planning and design. Next-day strategies that offer tips for practical, immediate action in the classroom. Design steps that outline critical moments in creating curriculum for learning that transfers. Links to case studies, discipline-specific examples, and podcast interviews with educators. A companion website that hosts templates, planning guides, and flexible options for adapting current curriculum documents. Using a framework that combines standards and the best available research on how we learn, design curriculum and instruction that prepares your students to meet the challenges of an uncertain future, while addressing the unique needs of your school community.
Download or read book Education in Bhutan written by Matthew J. Schuelka and published by Springer. This book was released on 2016-09-16 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bhutan is a country in the Himalayas with a relatively new education system and a unique governmental philosophy known as Gross National Happiness. This book explores the history, culture, challenges, and opportunities of schooling in Bhutan. It discusses topics including historical perspectives on Buddhist monastic education, the regional and international influence on educational development, traditional medical education, higher education, and the evolution of Bhutanese educational policy, to name but a few. It also investigates contemporary challenges to schooling in Bhutan such as adult education, inclusive education, early childhood education, rurality, and gender. Throughout the book, the developmental philosophy of Gross National Happiness is explored as a novel and culturally vital approach to education in Bhutan. The majority of the authors are prominent Bhutanese scholars and educational leaders, with select non-Bhutanese international scholars with strong links to Bhutan also contributing. This book is a valuable resource not only for those specifically interested in education in Bhutan, but for anyone with an interest in South Asian studies, general Asian studies, educational development, comparative education, Buddhist education, and the Gross National Happiness development philosophy.
Download or read book Planning for Educational Change written by Martin Wedell and published by A&C Black. This book was released on 2009-06-01 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: A valuable resource for educational change practitioners worldwide who are responsible at any level for the planning, implementation and monitoring of changes within an institution. >