Enacted Personal Professional Learning

Re-thinking Teacher Expertise with Story-telling and Problematics

Carmel Patterson

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Springer Singapore img Link Publisher

Geisteswissenschaften, Kunst, Musik / Bildungswesen

Beschreibung

This book offers a vital new approach to teacher professional learning, drawing on teachers’ stories from the field. It investigates expert teachers’ professional learning and uses a narrative framework to analyse their meaning-making processes. The book focuses on how proficient teachers develop their expertise, emphasising that individual needs and the contextual nature of learning require a personally enacted approach. 

Further, it explores the stories of five secondary school teachers, nominated by their colleagues for their outstanding expertise, to present new insights into expert teachers’ views. Using a new evidence-based approach, Enacted Personal Professional Learning, it incorporates teachers’ unique perspectives, problems and thought processes in order to understand expert teachers’ learning, and offers essential principles for promoting storytelling to help teachers be or become empowered educators who can actively shape education communities for teacher professional learning.

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Kundenbewertungen

Schlagwörter

empathetic understanding, Teacher Professional Learning (TPL), disruptive dissonances for learning, Teacher professional learning phenomena, self-understanding, teacher accreditation, teacher professionalism, continuing professional development (CPD), Teacher professional learning stories, transformative learning, expert teacher and teacher expertise, expert problematics, expert meaning-making, third space thinking, Enacted-Personal Professional-Learning meaning-making, non-competitive collegiality, being and becoming, teacher narrative inquiry and phenomenological inquiry, Enacted Personal Professional Learning (EPPL), Enacted-Personal Professional-Learning principles