Teachers, both in and beyond teacher education programmes, are
continual learners. As society itself evolves, new settings and the
challenges they provide require new learning. Teachers must
continually adapt to new developments that affect their work,
including alterations to qualification systems, new relationships
with welfare professionals, and new technologies which are
reconfiguring relationships with pupils.
Cultural-Historical Perspectives on Teacher Education and
Development is an international volume which clarifies the purpose
of initial (pre-service) teacher education and continuing
professional development, and the role of universities and higher
education personnel in these processes. An edited collection of
chapters by leading researchers from the UK, the US and Europe, it
gains coherence from its theoretical orientation and substantive
focus on teacher learning. This book:
- demonstrates the contribution of sociocultural and
cultural-historical activity theory (CHAT) towards our
understandings of teacher learning
- offers a strong exemplification of a research focus on teachers
as learners in specific sociocultural settings
- shows what teachers learn, how they learn and where they learn,
using specific research examples, in the context of broader
interests in the development of professional practice and
professional education.
As the only volume now available that applies CHAT principles to
teacher education and learning, Cultural-Historical Perspectives on
Teacher Education and Development will be highly useful for
teachers and teacher educators undertaking postgraduate and
doctoral studies, particularly in the area of professional learning
and development. It will also be of relevance to the continuing
development of teachers and other school-based professionals.
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