This book presents a new set of ideas to challenge established thinking and to guide researching and designing teacher professional development. Grounded in the work of the Learning4Teaching project, the volume presents a sociomaterial perspective on teacher sensemaking.
This book presents a new set of ideas to challenge established thinking and to guide researching and designing teacher professional development. Grounded in the work of the Learning4Teaching project, the volume presents a sociomaterial perspective on teacher sensemaking.
Donald Freeman is Professor of Education at the University of Michigan, with visiting appointments at Aston University and the University of Graz.
Inhaltsangabe
Introduction: The three meanings of Learning4Teaching PART ONE: Designing and researching teacher professional development Chapter 1. How conventional thinking has led to a 'calculus" of teacher professional development Chapter 2. Knowing-into-doing: Mapping the organization of teacher professional development Chapter 3. How teacher learning became recognized as a form of learning Chapter 4. Researching teacher professional development: The assemblage, the social geography, and the shadows on the periphery PART TWO: Learning4Teaching PREAMBLE: The Learning4Teaching project and its ideas Chapter 5. Availability and access to professional development: How teacher participation is shaped Chapter 6. (mis)Alignment in professional development Chapter 7. Uptake, usefulness, and use: How professional development moves into teaching Chapter 8. Naming and learning content in professional development: The currency of social facts PART THREE: Rethinking: the Learning4Teaching argument Chapter 9. Learning4Teaching: Researching teacher professional learning at scale Chapter 10. Rethinking teacher professional development: The argument for Learning4Teaching
Introduction: The three meanings of Learning4Teaching PART ONE: Designing and researching teacher professional development Chapter 1. How conventional thinking has led to a 'calculus" of teacher professional development Chapter 2. Knowing-into-doing: Mapping the organization of teacher professional development Chapter 3. How teacher learning became recognized as a form of learning Chapter 4. Researching teacher professional development: The assemblage, the social geography, and the shadows on the periphery PART TWO: Learning4Teaching PREAMBLE: The Learning4Teaching project and its ideas Chapter 5. Availability and access to professional development: How teacher participation is shaped Chapter 6. (mis)Alignment in professional development Chapter 7. Uptake, usefulness, and use: How professional development moves into teaching Chapter 8. Naming and learning content in professional development: The currency of social facts PART THREE: Rethinking: the Learning4Teaching argument Chapter 9. Learning4Teaching: Researching teacher professional learning at scale Chapter 10. Rethinking teacher professional development: The argument for Learning4Teaching
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