| 书目名称 | Enacted Personal Professional Learning | | 副标题 | Re-thinking Teacher | | 编辑 | Carmel Patterson | | 视频video | | | 概述 | Offers a new approach that allows teachers to negotiate the problematics of teaching and learning.Engages readers by drawing on case studies as evidence-based analysis.Uses a blend of stories and rese | | 图书封面 |  | | 描述 | This book offers a vital new approach to teacher professional learning, drawing on teachers’ stories from the field. It investigates expert teachers’ professional learning and uses a narrative framework to analyse their meaning-making processes. The book focuses on how proficient teachers develop their expertise, emphasising that individual needs and the contextual nature of learning require a personally enacted approach. .Further, it explores the stories of five secondary school teachers, nominated by their colleagues for their outstanding expertise, to present new insights into expert teachers’ views. Using a new evidence-based approach, Enacted Personal Professional Learning, it incorporates teachers’ unique perspectives, problems and thought processes in order to understand expert teachers’ learning, and offers essential principles for promoting storytelling to help teachers be or become empowered educators who can actively shape education communities for teacher professional learning.. | | 出版日期 | Book 2019 | | 关键词 | Teacher Professional Learning (TPL); Enacted Personal Professional Learning (EPPL); expert teacher and | | 版次 | 1 | | doi | https://doi.org/10.1007/978-981-13-6007-7 | | isbn_ebook | 978-981-13-6007-7 | | copyright | Springer Nature Singapore Pte Ltd. 2019 |
The information of publication is updating
|
|
发表于 2025-3-21 18:14:42
