adult
Adult Professional Learning
Bristol Students
Category=JNA
Category=JNT
Defensive Strategies
development
DFE
Disengaged
EdD Programme
education
Education Systems
educational case studies
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
experiential pedagogy
Follow
Headteacher Mentoring
ILT
implicit
Implicit Beliefs
Implicit Theories
Initial Teacher Education
Integrated Learning Theory
jan
learning
learning environment design
Modern Languages
Peer Mentoring Scheme
Persona
PGCE Student
professional
Professional Development
Professional Development In Education
reflective practice
School Based Teacher Education
Student Teachers
Swedish Student Teachers
teacher
teacher belief impact on student outcomes
teacher cognition
teacher self-efficacy
theories
Wet Hair
winter
Wo
Product details
- ISBN 9780415131278
- Weight: 550g
- Dimensions: 156 x 234mm
- Publication Date: 21 Dec 1995
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
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There is clear evidence that the quality of children's learning in school is very dependant on the style of the teacher's approach and the learning environment he or she creates. This, in turn, is a reflection of teachers own beliefs, anxieties and enthusiasms about learning, often gained through their own educational experiences.
This edited volume provides a new framework for exploring teachers' views on a whole range of professional issues, for instance the nature of teaching and learning, the needs of students, and their own abilities as learners. Within this is presented a variety of case studies which illustrate how teachers' views impact upon students' learning.
The book builds on the well established assumption that teachers are themselves also learners and that the learning processes involved in professional development are in many ways the same as those involved in a classroom context.It shows how the conclusions drawn from this study can be used in a practical way to assist teachers' professional development throughout their career.
All teacher trainers and mentors who take seriously their role of helping children to be resourceful, resilient and reflective learners will find that this book helps them to achieve this aim.
Terry Atkinson, Guy Caxton, Marilyn Osborn, Mike Wallace
