Teachers As Learners: Critical Discourse on Challenges Adn Opportunities: Critical Discourse on Challenges and Opportunities: 26 - Rilegato

Rilegato

ISBN 10: 9048196752 ISBN 13: 9789048196753

Casa editrice: Springer Nature, 2010

Riassunto

In the worldwide movements of educational reform, educators are forging new roles, identities and relationships. Leadership is vital, but must be rooted in the capacity for learning. This volume responds to the tensions and paradoxes brought by educational reforms, presenting a critical discourse on teachers as learners. The contributions bring an array of cultural settings and methodological orientations, and reveal contextual burdens that teachers should not carry in isolation. Teachers’ learning demands collective engagement to turn challenges into opportunities in a sustainable quest for higher goals. The discourse concludes with a vision for a new relationship among educational workers as a joint force of learners in a cross-boundary endeavor for moral commitment to education.

Su questo libro

Recensione:

From the reviews:

“The book is an outgrowth of a meeting in Hong Kong of the World Assembly of the International Council on Education for Teaching (ICET). The result is a thorough and thoughtful examination of the role of the teacher as both a source of knowledge and a person who is in the process of learning. ... should be read by every professor of education, every student teacher, every teacher, every principal, every school board member, and every superintendent.” (Linda Wanner, Internationale Zeitschrift für Erziehungswissenschaft, Vol. 56 (4), 2010)

Dalla quarta di copertina:

In movements of educational reform across the world, educators are forging new roles, identities and relationships. Leadership is of course vital, but needs to be rooted in a capacity for learning. This volume responds to some of the tensions and paradoxes typically associated with educational reform, presenting a critical discourse on teachers as learners. Contributing authors highlight a range of culturally related challenges that teachers should not face in isolation. Sustainable teachers’ learning ideally requires a collective engagement to turn challenges into opportunities in the quest for meaningful professional development. This book offers a vision of a new relationship among educational workers as a joint force of learners in a cross-boundary endeavour aimed at a renewed moral commitment to education.Ora KWO is an Associate Professor in the Faculty of Education at the University of Hong Kong. As a university academic who has been involved in teacher education for three decades, she specialises in research on professional development and on the processes of learning to teach. In 1997 she was awarded a University Teaching Fellowship by theUniversity of Hong Kong in recognition of her excellence in teaching. Since then, her research interests have extended to the quality of teaching and learning in higher education, and to the building of learning communities. In 1999-2000 she held a Universitas 21 Fellowship at the University of British Columbia in Vancouver. Since 2001, she has been an Honorary Professor at Hangzhou Normal University in China, where she initiated thebuilding of a learning community under the theme, Teachers and Teacher Educators in Action Learning” (TATEAL).CERC Studies in Comparative Education(For complete publications list and other details, see inside pages)Other books published by CERC include:Carol K.K. Chan & Nirmala Rao (eds.) (2009): Revisiting The Chinese Learner: ChangingContexts, Changing Education. ISBN 978-962-8093-16-8.· Donald B. Holsinger & W. James Jacob (eds.) (2008): Inequality in Education: Comparative andInternational Perspectives. ISBN 978-962-8093-14-4.· Nancy Law, Willem J Pelgrum & Tjeerd Plomp (eds.) (2008): Pedagogy and ICT Use in Schoolsaround the World: Findings from the IEA SITES 2006 Study. ISBN 978-962-8093-65-6.· David L. Grossman, Wing On Lee & Kerry J. Kennedy (eds.) (2008): Citizenship Curriculum inAsia and the Pacific. ISBN 978-962-8093-69-4.· David A. Watkins & John B. Biggs (eds.) (2001, reprinted 2009): Teaching the Chinese Learner:Psychological and Pedagogical Perspectives. ISBN 978-962-8093-72-4.· David A. Watkins & John B. Biggs (eds.) (1996, reprinted 1999): The Chinese Learner: Cultural,Psychological and Contextual Influences. ISBN 978-0-86431-182-5.Order through bookstores or from:Comparative Education Research CentreFaculty of Education, The University of Hong KongPokfulam Road, Hong Kong, China.Fax: (852) 2517 4737E-mail: cerc@hkusub.hku.hkWebsite: www.hku.hk/cerc

Su questa edizione

• Editore: Springer Nature
• Data di pubblicazione: 2010
• ISBN 10: 9048196752
• ISBN 13: 9789048196753
• Rilegatura: Copertina rigida
• Numero di pagine: 349
• Redattore: Kwo Ora