LEADER 04106nam 22007575 450 001 9910973575103321 005 20220114175649.0 010 $a9789460919725 010 $a9460919723 010 $a9789460919732 010 $a9460919731 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(Au-PeEL)EBL3034732 035 $a(CaPaEBR)ebr10604669 035 $a(CaONFJC)MIL422095 035 $a(Au-PeEL)EBL1083749 035 $a(OCoLC)827212317 035 $a(PPN)168343193 035 $a(EXLCZ)992550000001170549 100 $a20120918d2012 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt 182 $cc 183 $acr 200 10$aTeacher Learning and Power in the Knowledge Society /$fedited by Rosemary Clark, D.W. Livingstone, Harry Smaller 205 $a1st ed. 2012. 210 1$aRotterdam :$cSensePublishers :$cImprint: SensePublishers,$d2012. 215 $a1 online resource (223 p.) 225 1 $aThe Knowledge Economy and Education ;$v5 300 $aDescription based upon print version of record. 311 08$a9789460919718 311 08$a9460919715 311 08$a9781283908450 311 08$a128390845X 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 $aThe rise of knowledge workers has been widely heralded but there has been little research on their actual learning practices. This book provides the first systematic comparative study of the formal and informal learning of different professional groups, with a particular focus on teachers. Drawing on unique large-scale national surveys of working conditions and learning practices in Canada, teachers are compared with doctors and lawyers, nurses, engineers and computer programmers, as well as other professionals. The class positions of professionals (self-employed, employers, managers or employees) and their different collective bargaining and organizational decision-making powers are found to have significant effects on their formal learning and professional development (PD). Teachers? learning varies according to their professionally-based negotiating and school-based decision-making powers. Two further national surveys of thousands of Canadian classroom teachers as well as more in-depth case studies offer more insight into the array of teachers? formal and informal learning activities. Analyses of regular full-time teachers, occasional teachers and new teachers probe their different learning patterns. The international literature on teacher professional development and related government policies is reviewed and major barriers to job-embedded, ongoing professional learning are identified. Promising alternative forms of integrating teachers? work and their professional learning are illustrated. Teacher empowerment appears to be an effective means to ensure more integrated professional learning as well as to aid fuller realization of knowledge societies and knowledge economies. 410 0$aThe Knowledge Economy and Education ;$v5 606 $aEducation 606 $aEducation 615 0$aEducation. 615 14$aEducation. 676 $a370 701 $aClark$b Rosemary$01793702 701 $aLivingstone$b D. W$0851540 701 $aSmaller$b Harry$01793703 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910973575103321 996 $aTeacher Learning and Power in the Knowledge Society$94333656 997 $aUNINA