Teachers as self-directed learners: Active positioning through professional learning

    Research output: Book/ReportBookResearchpeer-review

    Abstract

    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.
    Original languageEnglish
    Place of PublicationSingapore
    PublisherSpringer
    Number of pages183
    ISBN (Electronic)9789811035876
    ISBN (Print)9789811035869
    DOIs
    Publication statusPublished - 2017

    Publication series

    NameSelf-Study of Teaching and Teacher Education Practices
    PublisherSpringer
    Volume18
    ISSN (Print)1875-3620
    ISSN (Electronic)2215-1850

    Keywords

    • Teaching and Teacher Education

    Cite this