Challenging Professional Learning

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Leadership
Cover of the book Challenging Professional Learning by , Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781135125318
Publisher: Taylor and Francis Publication: October 23, 2013
Imprint: Routledge Language: English
Author:
ISBN: 9781135125318
Publisher: Taylor and Francis
Publication: October 23, 2013
Imprint: Routledge
Language: English

Teachers and trainers are dual-professionals – they are required to have up-to-date industry skills and also skills in teaching and learning. The issue of professional identity, and the promotion of maintaining and building pedagogic expertise in relation to their vocational work, is therefore an extremely important one. This book argues that quality teaching and learning is very much dependent upon teachers and trainers undergoing continuing professional development (CPD), engaging actively in professional learning activities, generating professional learning communities and building their level of professionalism to meet increasing teaching standards. Unfortunately, CPD is battling a context of intensification of work, pressure of time and economic restrictions. The completion of CPD under such conditions can often become tokenistic and hitherto there has been very little research or evidence base for determining what approaches to CPD are most effective and efficient.

Challenging Professional Learning draws on a wealth of recent research and evidence on what ingredients are necessary for effective and efficient (crucial at a time of such fiscal constraints) professional learning. It also explores the wider implications of these findings and the concept of learning as a collective activity. It argues that real professionalism cannot be achieved in isolation but instead takes place in a context that has political, social and cultural influences.

The book brings together research from the Institute for Learning and practice around professional learning to link both individual and collective professional learning to organisational learning, leadership and the management of change whilst offering practical suggestions for improving these practices. It will be of great interest to teacher educators and their students at undergraduate and post-graduate levels, as well as anyone who works in higher education and with professional development.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Teachers and trainers are dual-professionals – they are required to have up-to-date industry skills and also skills in teaching and learning. The issue of professional identity, and the promotion of maintaining and building pedagogic expertise in relation to their vocational work, is therefore an extremely important one. This book argues that quality teaching and learning is very much dependent upon teachers and trainers undergoing continuing professional development (CPD), engaging actively in professional learning activities, generating professional learning communities and building their level of professionalism to meet increasing teaching standards. Unfortunately, CPD is battling a context of intensification of work, pressure of time and economic restrictions. The completion of CPD under such conditions can often become tokenistic and hitherto there has been very little research or evidence base for determining what approaches to CPD are most effective and efficient.

Challenging Professional Learning draws on a wealth of recent research and evidence on what ingredients are necessary for effective and efficient (crucial at a time of such fiscal constraints) professional learning. It also explores the wider implications of these findings and the concept of learning as a collective activity. It argues that real professionalism cannot be achieved in isolation but instead takes place in a context that has political, social and cultural influences.

The book brings together research from the Institute for Learning and practice around professional learning to link both individual and collective professional learning to organisational learning, leadership and the management of change whilst offering practical suggestions for improving these practices. It will be of great interest to teacher educators and their students at undergraduate and post-graduate levels, as well as anyone who works in higher education and with professional development.

More books from Taylor and Francis

Cover of the book The Czech Republic and the European Union by
Cover of the book Capsules: Typology of Other Architecture by
Cover of the book Global Competition and EU Environmental Policy by
Cover of the book Man & Soc Age Reconstructn V 2 by
Cover of the book The United Arab Emirates by
Cover of the book Developing Research in Teacher Education by
Cover of the book The Critical History of Edgar Allan Poe's The Narrative of Arthur Gordon Pym by
Cover of the book Prison of Food by
Cover of the book The Middle Class in Emerging Societies by
Cover of the book Western Dominance in International Relations? by
Cover of the book Globalization, Employment and the Workplace by
Cover of the book Science for Exercise and Sport by
Cover of the book London the Promised Land Revisited by
Cover of the book The Ashgate Research Companion to Modern Theory, Modern Power, World Politics by
Cover of the book NATO and the European Union by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy