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Teachers as Self-directed Learners

Active Positioning through Professional Learning

  • Kathleen┬áSmith

Part of the Self-Study of Teaching and Teacher Education Practices book series (STEP, volume 18)

Table of contents

  1. Front Matter
    Pages i-xiv
  2. Teacher Professional Development: Who Owns the Learning?

    1. Front Matter
      Pages 1-1
    2. Kathleen Smith
      Pages 9-24
    3. Kathleen Smith
      Pages 25-32
    4. Kathleen Smith
      Pages 33-45
  3. Teachers as Self-Directed Learners: Active Positioning Through Professional Learning

  4. Positioning Teachers as Self-Directed Learners

  5. Explicating Teacher Learning: Going Beyond Tasks

    1. Front Matter
      Pages 135-135
    2. Kathleen Smith
      Pages 137-149
  6. Back Matter
    Pages 161-183

About this book

Introduction

This book redefines teacher in-service education as being less about participation in a program and more about the opportunity for teachers to experience a process of learning that is personally meaningful and contextually relevant to their own teaching practice. The research presented here reveals that teachers have the capacity to think and work differently, yet are rarely provided with opportunities to exercise active decision-making about their personal learning needs. Creating and implementing such an approach involves reimagining all aspects of the learning experience so that teachers are free to articulate their own learning needs and actively work to determine what matters most for their professional practice.

The book breaks new ground by drawing from research related to an in-service program where teachers, their experience and professional thinking were deliberately positioned at the centre of the learning experience. Using this evidenced-based approach, it focuses not only on the learning achieved, but also the conditions that enabled teachers to undertake such learning.

Keywords

in-service teacher education teacher capacity classroom teaching professional support Teacher professional development Teacher professional learning self-directed learning learning facilitators

Authors and affiliations

  • Kathleen┬áSmith
    • 1
  1. 1.Faculty of EducationMonash UniversityMelbourneAustralia

Bibliographic information

  • DOI https://doi.org/10.1007/978-981-10-3587-6
  • Copyright Information Springer Nature Singapore Pte Ltd. 2017
  • Publisher Name Springer, Singapore
  • eBook Packages Education
  • Print ISBN 978-981-10-3586-9
  • Online ISBN 978-981-10-3587-6
  • Series Print ISSN 1875-3620
  • Series Online ISSN 2215-1850
  • Buy this book on publisher's site