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Growing as a teacher : goals and pathways of ongoing teacher learning

Author: Clive Beck; Clare Madott Kosnik
Publisher: Rotterdam : Sense Publishers, [2014] ©2014
Series: Professional learning (Sense Publishers), v. 14.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
Teacher learning does not end with initial preparation ; many insights and skills remain to be added. This book is concerned with ongoing teacher learning, its goals (Part I) and pathways (Part II). It is based on a longitudinal study of 42 teachers: 20 over their first 8 years of teaching and 22 over their first 5 years. The areas of continued teacher learning identified in our study were: vision of teaching,  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Beck, Clive.
Growing as a teacher.
Rotterdam : Sense, [2014]
(OCoLC)880912764
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Clive Beck; Clare Madott Kosnik
ISBN: 9789462095601 9462095604
OCLC Number: 880372256
Description: 1 online resource (xxxi, 171 pages).
Contents: Pt. 1. Goals of teacher growth. Honing a teacher vision --
Refining program development --
Enhancing student assessment --
Increasing the relevance of learning --
Continuing to learn subject content and pedagogy --
Improving classroom organization and community --
Creating a more inclusive classroom --
Refining professional identity --
pt. 2. Pathways of teacher growth. Informal learning opportunities --
Formal learning opportunities --
Teacher inquiry as professional learning --
School-based teacher learning.
Series Title: Professional learning (Sense Publishers), v. 14.
Responsibility: Clive Beck and Clare Kosnik.

Abstract:

Teacher learning does not end with initial preparation ; many insights and skills remain to be added. This book is concerned with ongoing teacher learning, its goals (Part I) and pathways (Part II). It is based on a longitudinal study of 42 teachers: 20 over their first 8 years of teaching and 22 over their first 5 years. The areas of continued teacher learning identified in our study were: vision of teaching, program planning, assessment, relevance, subject content and pedagogy, classroom organization and community, inclusion, and professional identity. The pathways of learning included informal and formal PD, teacher inquiry, and school-based learning. A key finding of our research was that, over the years, teachers learn a great deal informally. However, they do so largely on their own and under considerable stress. Teachers need more support than they currently receive, both for survival and to enhance their informal learning. Teachers can benefit significantly from external input, but their everyday learning makes them key experts in teaching. Accordingly, PD providers should work with teachers, utilizing their existing knowledge. This book is written for consideration by teachers, student teachers, teacher educators, PD providers, policy developers, and others interested in facilitating teacher learning.

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