European Parliament Library

Rethinking Teacher Professional Development, Designing and Researching How Teachers Learn, Donald Freeman

Summary
This book presents a new set of ideas to challenge established thinking and to guide researching and designing teacher professional development. Grounded in the work of the Learning4Teaching project, the volume presents a sociomaterial perspective on teacher sensemaking
Table Of Contents
Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- List of figures -- List of tables -- Introduction: The three meanings of Learning4Teaching -- PART I: Designing and researching teacher professional development -- 1. How conventional thinking has led to a "calculus" of teacher professional development -- Conventional thinking: Professional development as a process of deficit and repair -- Rethinking the professional development enterprise and structure of the book -- Sensemaking -- Conventional thinking and Poincaré's observation about measurement -- Conventional thinking: Professional development as a process of repairing problems -- How has teacher professional development been defined? -- Guskey's diagram and the definitional features of professional development -- Professional development as a "calculus" -- Professional development as the organization of teacher learning -- 2. Knowing-into-doing: Mapping the organization of teacher professional development -- The premise of knowing-into-doing and the future-orientation of professional development -- A very brief history of the knowing-into-doing premise in teacher education -- Professional development as repairing classroom problems -- Mapping teacher professional development: Content, topic, and delivery -- Two approaches: Top-down and teacher-led -- Summarizing knowing-into-doing -- 3. How teacher learning became recognized as a form of learning -- Teacher "learning" and the metaphor of "not seeing the forest for the trees" -- Teacher and student learning as an "imagined conditional" -- The first forest-Teacher learning as behavior -- The next forest-Teacher learning as a cognitive-constructivist process -- The current forest-Teacher learning as situated practice -- Summarizing how changing boundaries have (re)defined the "forest"
Language
eng
Literary Form
non fiction
Copyright
Note
Includes index
Physical Description
1 online resource (249 pages)
Specific Material Designation
remote
Form Of Item
online
Isbn
9781003240419

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