LEADER 04463nam 22006255 450 001 9910483443103321 005 20200919080746.0 010 $a94-6209-560-4 024 7 $a10.1007/978-94-6209-560-1 035 $a(CKB)3710000000114547 035 $a(EBL)1973909 035 $a(OCoLC)897578334 035 $a(SSID)ssj0001243186 035 $a(PQKBManifestationID)11680763 035 $a(PQKBTitleCode)TC0001243186 035 $a(PQKBWorkID)11269137 035 $a(PQKB)10036339 035 $a(MiAaPQ)EBC1973909 035 $a(MiAaPQ)EBC3034969 035 $a(DE-He213)978-94-6209-560-1 035 $a(OCoLC)880372256 035 $a(nllekb)BRILL9789462095601 035 $a(PPN)178781568 035 $a(EXLCZ)993710000000114547 100 $a20140512d2014 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aGrowing as a Teacher $eGoals and Pathways of Ongoing Teacher Learning /$fby Clive Beck, Clare Kosnik 205 $a1st ed. 2014. 210 1$aRotterdam :$cSensePublishers :$cImprint: SensePublishers,$d2014. 215 $a1 online resource (199 p.) 225 1 $aProfessional Learning 300 $aDescription based upon print version of record. 311 $a94-6209-559-0 311 $a94-6209-558-2 320 $aIncludes bibliographical references and index. 327 $aPreliminary Material -- Honing a Teaching 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 -- Pathways of Teacher Growth -- Formal Learning Opportunities -- Teacher Inquiry as Professional Learning -- School-Based Teacher Learning -- References -- Index. 330 $aTeacher learning doesn?t end with initial preparation; many insights and skills remain to be added. This book is concerned with ongoing teacher learning, its goals (Part I) and pathways (Part II). It is based on a longitudinal study of 42 teachers: 20 over their first 8 years of teaching and 22 over their first 5 years. The areas of continued teacher learning identified in our study were: vision of teaching, program planning, assessment, relevance, subject content and pedagogy, classroom organization and community, inclusion, and professional identity. The pathways of learning included informal and formal PD, teacher inquiry, and school-based learning. A key finding of our research was that, over the years, teachers learn a great deal informally. However, they do so largely on their own and under considerable stress. Teachers need more support than they currently receive, both for survival and to enhance their informal learning. Teachers can benefit significantly from external input, but their everyday learning makes them key ?experts? in teaching. Accordingly, PD providers should work with teachers, utilizing their existing knowledge. This book is written for consideration by teachers, student teachers, teacher educators, PD providers, policy developers, and others interested in facilitating teacher learning. Some of us have been writing ? somewhat desperately ? on these ideas for years. Beck and Kosnik have given us strong evidence that the ideas are effective in practice. I hope this persuasive and beautifully written book will be widely read.Nel Noddings, Lee Jacks Professor of Education Emerita, Stanford University This book makes a powerful case for taking teachers? professional development seriously. It brings us the voices of beginning teachers as they deepen their professional knowledge over time and makes clear the depth of commitment they bring to the job. Professor Gemma Moss, Institute of Education, University of London. 410 0$aProfessional Learning 606 $aEducation 606 $aEducation, general$3https://scigraph.springernature.com/ontologies/product-market-codes/O00000 615 0$aEducation. 615 14$aEducation, general. 676 $a370 700 $aBeck$b Clive$4aut$4http://id.loc.gov/vocabulary/relators/aut$01182533 702 $aKosnik$b Clare$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bNL-LeKB 801 1$bNL-LeKB 906 $aBOOK 912 $a9910483443103321 996 $aGrowing as a Teacher$92849385 997 $aUNINA