Teachers as Professional Learners: Contextualising Identity across Policy and Practice

Larsen, Ellen ORCID: https://orcid.org/0000-0002-4293-2485 and Allen, Jeanne Maree (2021) Teachers as Professional Learners: Contextualising Identity across Policy and Practice. Palgrave Macmillan Ltd.. ISBN 978-3-030-65930-1


Abstract

Drawing upon data from an Australian study, this book gives voice to beginning teachers navigating their way through their first year of teaching and discovering what it means to be professional learners. The chapters within provide rich insights into the ways in which beginning teachers make sense of the new and challenging experiences they face during the first year of teaching, and how these influence the development of their learner identities at this formative time of their careers. Professional learning, in response to teacher standards and associated accountability measures, often fails to acknowledge the importance of internal motivation and attitude to beginning teachers’ sense of a professional learner identity. This book offers policy makers, teacher educators, school leaders, mentors and teachers a way of thinking about how beginning teachers can be supported to grow professionally and construct their identities as professional learners.


Statistics for USQ ePrint 41097
Statistics for this ePrint Item
Item Type: Book (Commonwealth Reporting Category A)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 11 Mar 2021 00:00
Last Modified: 08 Apr 2021 05:01
Uncontrolled Keywords: professional learner identity; professional learning; teacher identity; teacher standards; beginning teachers; initial teacher education; ITE
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1301 Education Systems > 130103 Higher Education
Fields of Research (2020): 39 EDUCATION > 3902 Education policy, sociology and philosophy > 390201 Education policy
39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160303 Teacher and instructor development
16 EDUCATION AND TRAINING > 1601 Learner and learning > 160104 Professional development and adult education
16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160205 Policies and development
Identification Number or DOI: https://doi.org/10.1007/978-3-030-65931-8
URI: http://eprints.usq.edu.au/id/eprint/41097

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