Teachers as Self-directed Learners [electronic resource] : Active Positioning through Professional Learning / by Kathleen Smith
- Self-Study of Teaching and Teacher Education Practices, 1875-3620 ; 18
- Section 1 Teacher Professional Development - Who owns the Learning? -- Chapter 1 Teachers as Learners - Building an Alternative Landscape -- Chapter 2 Sewing the Seeds for Potential Growth -- Chapter 3 PD and PL: Navigating the Divide -- Chapter 4 Shifting Accepted Routines of Practice -- Section 2 Teachers as Self-directed Learners: Active Positioning through Program Design -- Chapter 5 Program Operational Features enabling Teachers to be Active Decision Makers -- Chapter 6 The Role of a Learning Facilitator -- Chapter 7 A New Way of Operating: Emerging Challenges for Traditional Practice -- Section 3 Teachers as Self-directed Learners: Active Positioning through Learning Experiences -- Chapter 8 The Teacher Perspective: The Value and Impact of Learning Experiences -- Chapter 9 The Facilitator Perspective: The Decisions and Actions that strategize Teacher Self-directed Learning -- Chapter 10 Teacher Learning: The Challenges of Passive and Intentional Disconnection -- Section 4 Explicating Teacher Learning-Going beyond Tasks -- Chapter 11 Teacher Decision Making: Teacher Learning -- Chapter 12 Implications for Approaches to Teacher Learning -- Chapter 13 Teacher Self-directed Learning: Further Insights.
- 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.
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