LEADER 04083nam 2200721 a 450 001 9910453182503321 005 20200520144314.0 010 $a94-6091-972-3 010 $a94-6091-973-1 024 7 $a10.1007/978-94-6091-973-2 035 $a(CKB)2550000001170549 035 $a(EBL)3034732 035 $a(SSID)ssj0000879813 035 $a(PQKBManifestationID)11554377 035 $a(PQKBTitleCode)TC0000879813 035 $a(PQKBWorkID)10853779 035 $a(PQKB)10075654 035 $a(DE-He213)978-94-6091-973-2 035 $a(MiAaPQ)EBC3034732 035 $a(OCoLC)811619681 035 $a(nllekb)BRILL9789460919732 035 $a(MiAaPQ)EBC1083749 035 $a(PPN)168343193 035 $a(Au-PeEL)EBL3034732 035 $a(CaPaEBR)ebr10604669 035 $a(CaONFJC)MIL422095 035 $a(Au-PeEL)EBL1083749 035 $a(OCoLC)827212317 035 $a(EXLCZ)992550000001170549 100 $a20130105d2012 uy 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt 182 $cc 183 $acr 200 00$aTeacher learning and power in the knowledge society$b[electronic resource] /$fedited by Rosemary Clark, D.W. Livingstone and Harry Smaller 205 $a1st ed. 2012. 210 $aRotterdam $cSense Publishers$d2012 215 $a1 online resource (223 p.) 225 1 $aThe knowledge economy and education ;$vv. 5 300 $aDescription based upon print version of record. 311 $a94-6091-971-5 311 $a1-283-90845-X 320 $aIncludes bibliographical references. 327 $asection A. Comparative perspectives on professionals' work and learning -- section B. Teachers' work and learning -- section C. Implications and applications. 330 $aThe rise of knowledge workers has been widely heralded but there has been little research on their actual learning practices. This book provides the first systematic comparative study of the formal and informal learning of different professional groups, with a particular focus on teachers. Drawing on unique large-scale national surveys of working conditions and learning practices in Canada, teachers are compared with doctors and lawyers, nurses, engineers and computer programmers, as well as other professionals. The class positions of professionals (self-employed, employers, managers or employees) and their different collective bargaining and organizational decision-making powers are found to have significant effects on their formal learning and professional development (PD). Teachers? learning varies according to their professionally-based negotiating and school-based decision-making powers. Two further national surveys of thousands of Canadian classroom teachers as well as more in-depth case studies offer more insight into the array of teachers? formal and informal learning activities. Analyses of regular full-time teachers, occasional teachers and new teachers probe their different learning patterns. The international literature on teacher professional development and related government policies is reviewed and major barriers to job-embedded, ongoing professional learning are identified. Promising alternative forms of integrating teachers? work and their professional learning are illustrated. Teacher empowerment appears to be an effective means to ensure more integrated professional learning as well as to aid fuller realization of knowledge societies and knowledge economies. 410 0$aKnowledge economy and education ;$vv. 5. 606 $aTeachers$xTraining of 606 $aProfessional education 608 $aElectronic books. 615 0$aTeachers$xTraining of. 615 0$aProfessional education. 676 $a370 701 $aClark$b Rosemary$01055709 701 $aLivingstone$b D. W$0851540 701 $aSmaller$b Harry$01055710 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910453182503321 996 $aTeacher learning and power in the knowledge society$92489315 997 $aUNINA