Teacher learning and power in the knowledge society /:
The rise of knowledge workers has been widely heralded but there has been little research on their actual learning practices. This book provides the first systematic comparative study of the formal and informal learning of different professional groups, with a particular focus on teachers. Drawing o...
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam ; Boston :
SensePublishers,
2012.
|
| Schriftenreihe: | Knowledge economy and education ;
v. 5. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | The rise of knowledge workers has been widely heralded but there has been little research on their actual learning practices. This book provides the first systematic comparative study of the formal and informal learning of different professional groups, with a particular focus on teachers. Drawing on unique large-scale national surveys of working conditions and learning practices in Canada, teachers are compared with doctors and lawyers, nurses, engineers and computer programmers, as well as other professionals. The class positions of professionals (self-employed, employers, managers or employees) and their different collective bargaining and organizational decision-making powers are found to have significant effects on their formal learning and professional development (PD). Teachers' learning varies according to their professionally-based negotiating and school-based decision-making powers. Two further national surveys of thousands of Canadian classroom teachers as well as more in-depth case studies offer more insight into the array of teachers' formal and informal learning activities. Analyses of regular full-time teachers, occasional teachers and new teachers probe their different learning patterns. The international literature on teacher professional development and related government policies is reviewed and major barriers to job-embedded, ongoing professional learning are identified. Promising alternative forms of integrating teachers' work and their professional learning are illustrated. Teacher empowerment appears to be an effective means to ensure more integrated professional learning as well as to aid fuller realization of knowledge societies and knowledge economies. |
| Beschreibung: | 1 online resource (xv, 215 pages) : illustrations. |
| Bibliographie: | Includes bibliographical references (pages 201-215). |
| ISBN: | 9789460919732 9460919731 |
Internformat
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| 245 | 0 | 0 | |a Teacher learning and power in the knowledge society / |c edited by Rosemary Clark, D.W. Livingstone, and Harry Smaller. |
| 264 | 1 | |a Rotterdam ; |a Boston : |b SensePublishers, |c 2012. | |
| 264 | 4 | |c ©2012 | |
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| 490 | 1 | |a The knowledge economy and education ; |v volume 5 | |
| 505 | 0 | 0 | |g Part 1. |t Introduction: Teacher Learning and Power in the Knowledge Society / |r D.W. Livingstone, Harry Smaller and Rosemary Clark -- |g Section A. |t Comparative Perspectives on Professionals' Work and Learning -- |t Teachers and other Professionals: A Comparison of Professionals' Occupational Requirements, Class Positions and Workplace Power / |r D.W. Livingstone and Fab Antonelli -- |t Teachers' and other Professionals' Learning Practices: A Comparative Analysis / |r Fab Antonelli and D.W. Livingstone -- |g Section B. |t Teachers' Work and Learning -- |t Overview of Teachers' Work and Learning / |r Harry Smaller -- |t Full-Time Teachers' Learning / |r Engagements and Challenges / |r Paul Tarc -- |t Occasional Teachers' Job-Related Learning / |r Katina Pollock -- |t Beginning Teachers / |r Harry Smaller -- |g Section C. |t Implications and Applications -- |t Professional Control and Professional Learning / |r Some Policy Implications / |r Rosemary Clark -- |t Case Study / |r Job-Embedded Learning for Beginning Teachers in the Toronto District School Board / |r Jim Strachan -- |t Conclusion / |r Reconsidering Teacher Learning and Power / |r Rosemary Clark, D.W. Livingstone and Harry Smaller. |
| 504 | |a Includes bibliographical references (pages 201-215). | ||
| 520 | |a The rise of knowledge workers has been widely heralded but there has been little research on their actual learning practices. This book provides the first systematic comparative study of the formal and informal learning of different professional groups, with a particular focus on teachers. Drawing on unique large-scale national surveys of working conditions and learning practices in Canada, teachers are compared with doctors and lawyers, nurses, engineers and computer programmers, as well as other professionals. The class positions of professionals (self-employed, employers, managers or employees) and their different collective bargaining and organizational decision-making powers are found to have significant effects on their formal learning and professional development (PD). Teachers' learning varies according to their professionally-based negotiating and school-based decision-making powers. Two further national surveys of thousands of Canadian classroom teachers as well as more in-depth case studies offer more insight into the array of teachers' formal and informal learning activities. Analyses of regular full-time teachers, occasional teachers and new teachers probe their different learning patterns. The international literature on teacher professional development and related government policies is reviewed and major barriers to job-embedded, ongoing professional learning are identified. Promising alternative forms of integrating teachers' work and their professional learning are illustrated. Teacher empowerment appears to be an effective means to ensure more integrated professional learning as well as to aid fuller realization of knowledge societies and knowledge economies. | ||
| 650 | 0 | |a Teaching |x Vocational guidance |z Canada. | |
| 650 | 0 | |a Teachers |x In-service training |z Canada. | |
| 650 | 0 | |a Teachers |x Training of |z Canada. | |
| 650 | 0 | |a Professional education |z Canada. | |
| 650 | 6 | |a Enseignement |x Orientation professionnelle |z Canada. | |
| 650 | 6 | |a Enseignants |x Formation en cours d'emploi |z Canada. | |
| 650 | 6 | |a Enseignants |x Formation |z Canada. | |
| 650 | 7 | |a EDUCATION |x Essays. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
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| 650 | 7 | |a Education. |2 eclas | |
| 650 | 7 | |a Sciences sociales. |2 eclas | |
| 650 | 7 | |a Sciences humaines. |2 eclas | |
| 650 | 7 | |a Professional education |2 fast | |
| 650 | 7 | |a Teachers |x In-service training |2 fast | |
| 650 | 7 | |a Teachers |x Training of |2 fast | |
| 650 | 7 | |a Teaching |x Vocational guidance |2 fast | |
| 651 | 7 | |a Canada |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJkMHVW4rfVXPrhVP4VwG3 | |
| 653 | 4 | |a Education. | |
| 700 | 1 | |a Clark, Rosemary. | |
| 700 | 1 | |a Livingstone, D. W. |0 http://id.loc.gov/authorities/names/n80092331 | |
| 700 | 1 | |a Smaller, Harry. |0 http://id.loc.gov/authorities/names/no2012114692 | |
| 758 | |i has work: |a Teacher learning and power in the knowledge society (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGCc7TtFfgjChTytVjf4jd |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |t Teacher learning and power in the knowledge society. |d Rotterdam : Sense Publishers, 2012 |z 9789460919718 |w (OCoLC)808330972 |
| 830 | 0 | |a Knowledge economy and education ; |v v. 5. |0 http://id.loc.gov/authorities/names/no2010203046 | |
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Datensatz im Suchindex
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| adam_text | |
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| author2 | Clark, Rosemary Livingstone, D. W. Smaller, Harry |
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| author_GND | http://id.loc.gov/authorities/names/n80092331 http://id.loc.gov/authorities/names/no2012114692 |
| author_additional | D.W. Livingstone, Harry Smaller and Rosemary Clark -- D.W. Livingstone and Fab Antonelli -- Fab Antonelli and D.W. Livingstone -- Harry Smaller -- Engagements and Challenges / Paul Tarc -- Katina Pollock -- Some Policy Implications / Rosemary Clark -- Job-Embedded Learning for Beginning Teachers in the Toronto District School Board / Jim Strachan -- Reconsidering Teacher Learning and Power / Rosemary Clark, D.W. Livingstone and Harry Smaller. |
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| callnumber-search | LB1775.4.C2 T43 2012eb |
| callnumber-sort | LB 41775.4 C2 T43 42012EB |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EDU |
| contents | Introduction: Teacher Learning and Power in the Knowledge Society / Comparative Perspectives on Professionals' Work and Learning -- Teachers and other Professionals: A Comparison of Professionals' Occupational Requirements, Class Positions and Workplace Power / Teachers' and other Professionals' Learning Practices: A Comparative Analysis / Teachers' Work and Learning -- Overview of Teachers' Work and Learning / Full-Time Teachers' Learning / Occasional Teachers' Job-Related Learning / Beginning Teachers / Implications and Applications -- Professional Control and Professional Learning / Case Study / Conclusion / |
| ctrlnum | (OCoLC)811619681 |
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| discipline | Pädagogik |
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| geographic | Canada fast https://id.oclc.org/worldcat/entity/E39PBJkMHVW4rfVXPrhVP4VwG3 |
| geographic_facet | Canada |
| id | ZDB-4-EDU-ocn811619681 |
| illustrated | Illustrated |
| indexdate | 2024-11-26T14:54:09Z |
| institution | BVB |
| isbn | 9789460919732 9460919731 |
| language | English |
| oclc_num | 811619681 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (xv, 215 pages) : illustrations. |
| psigel | ZDB-4-EDU |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | SensePublishers, |
| record_format | marc |
| series | Knowledge economy and education ; |
| series2 | The knowledge economy and education ; |
| spelling | Teacher learning and power in the knowledge society / edited by Rosemary Clark, D.W. Livingstone, and Harry Smaller. Rotterdam ; Boston : SensePublishers, 2012. ©2012 1 online resource (xv, 215 pages) : illustrations. text txt rdacontent computer c rdamedia online resource cr rdacarrier data file The knowledge economy and education ; volume 5 Part 1. Introduction: Teacher Learning and Power in the Knowledge Society / D.W. Livingstone, Harry Smaller and Rosemary Clark -- Section A. Comparative Perspectives on Professionals' Work and Learning -- Teachers and other Professionals: A Comparison of Professionals' Occupational Requirements, Class Positions and Workplace Power / D.W. Livingstone and Fab Antonelli -- Teachers' and other Professionals' Learning Practices: A Comparative Analysis / Fab Antonelli and D.W. Livingstone -- Section B. Teachers' Work and Learning -- Overview of Teachers' Work and Learning / Harry Smaller -- Full-Time Teachers' Learning / Engagements and Challenges / Paul Tarc -- Occasional Teachers' Job-Related Learning / Katina Pollock -- Beginning Teachers / Harry Smaller -- Section C. Implications and Applications -- Professional Control and Professional Learning / Some Policy Implications / Rosemary Clark -- Case Study / Job-Embedded Learning for Beginning Teachers in the Toronto District School Board / Jim Strachan -- Conclusion / Reconsidering Teacher Learning and Power / Rosemary Clark, D.W. Livingstone and Harry Smaller. Includes bibliographical references (pages 201-215). The rise of knowledge workers has been widely heralded but there has been little research on their actual learning practices. This book provides the first systematic comparative study of the formal and informal learning of different professional groups, with a particular focus on teachers. Drawing on unique large-scale national surveys of working conditions and learning practices in Canada, teachers are compared with doctors and lawyers, nurses, engineers and computer programmers, as well as other professionals. The class positions of professionals (self-employed, employers, managers or employees) and their different collective bargaining and organizational decision-making powers are found to have significant effects on their formal learning and professional development (PD). Teachers' learning varies according to their professionally-based negotiating and school-based decision-making powers. Two further national surveys of thousands of Canadian classroom teachers as well as more in-depth case studies offer more insight into the array of teachers' formal and informal learning activities. Analyses of regular full-time teachers, occasional teachers and new teachers probe their different learning patterns. The international literature on teacher professional development and related government policies is reviewed and major barriers to job-embedded, ongoing professional learning are identified. Promising alternative forms of integrating teachers' work and their professional learning are illustrated. Teacher empowerment appears to be an effective means to ensure more integrated professional learning as well as to aid fuller realization of knowledge societies and knowledge economies. Teaching Vocational guidance Canada. Teachers In-service training Canada. Teachers Training of Canada. Professional education Canada. Enseignement Orientation professionnelle Canada. Enseignants Formation en cours d'emploi Canada. Enseignants Formation Canada. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Education. eclas Sciences sociales. eclas Sciences humaines. eclas Professional education fast Teachers In-service training fast Teachers Training of fast Teaching Vocational guidance fast Canada fast https://id.oclc.org/worldcat/entity/E39PBJkMHVW4rfVXPrhVP4VwG3 Education. Clark, Rosemary. Livingstone, D. W. http://id.loc.gov/authorities/names/n80092331 Smaller, Harry. http://id.loc.gov/authorities/names/no2012114692 has work: Teacher learning and power in the knowledge society (Text) https://id.oclc.org/worldcat/entity/E39PCGCc7TtFfgjChTytVjf4jd https://id.oclc.org/worldcat/ontology/hasWork Print version: Teacher learning and power in the knowledge society. Rotterdam : Sense Publishers, 2012 9789460919718 (OCoLC)808330972 Knowledge economy and education ; v. 5. http://id.loc.gov/authorities/names/no2010203046 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=508751 Volltext |
| spellingShingle | Teacher learning and power in the knowledge society / Knowledge economy and education ; Introduction: Teacher Learning and Power in the Knowledge Society / Comparative Perspectives on Professionals' Work and Learning -- Teachers and other Professionals: A Comparison of Professionals' Occupational Requirements, Class Positions and Workplace Power / Teachers' and other Professionals' Learning Practices: A Comparative Analysis / Teachers' Work and Learning -- Overview of Teachers' Work and Learning / Full-Time Teachers' Learning / Occasional Teachers' Job-Related Learning / Beginning Teachers / Implications and Applications -- Professional Control and Professional Learning / Case Study / Conclusion / Teaching Vocational guidance Canada. Teachers In-service training Canada. Teachers Training of Canada. Professional education Canada. Enseignement Orientation professionnelle Canada. Enseignants Formation en cours d'emploi Canada. Enseignants Formation Canada. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Education. eclas Sciences sociales. eclas Sciences humaines. eclas Professional education fast Teachers In-service training fast Teachers Training of fast Teaching Vocational guidance fast |
| title | Teacher learning and power in the knowledge society / |
| title_alt | Introduction: Teacher Learning and Power in the Knowledge Society / Comparative Perspectives on Professionals' Work and Learning -- Teachers and other Professionals: A Comparison of Professionals' Occupational Requirements, Class Positions and Workplace Power / Teachers' and other Professionals' Learning Practices: A Comparative Analysis / Teachers' Work and Learning -- Overview of Teachers' Work and Learning / Full-Time Teachers' Learning / Occasional Teachers' Job-Related Learning / Beginning Teachers / Implications and Applications -- Professional Control and Professional Learning / Case Study / Conclusion / |
| title_auth | Teacher learning and power in the knowledge society / |
| title_exact_search | Teacher learning and power in the knowledge society / |
| title_full | Teacher learning and power in the knowledge society / edited by Rosemary Clark, D.W. Livingstone, and Harry Smaller. |
| title_fullStr | Teacher learning and power in the knowledge society / edited by Rosemary Clark, D.W. Livingstone, and Harry Smaller. |
| title_full_unstemmed | Teacher learning and power in the knowledge society / edited by Rosemary Clark, D.W. Livingstone, and Harry Smaller. |
| title_short | Teacher learning and power in the knowledge society / |
| title_sort | teacher learning and power in the knowledge society |
| topic | Teaching Vocational guidance Canada. Teachers In-service training Canada. Teachers Training of Canada. Professional education Canada. Enseignement Orientation professionnelle Canada. Enseignants Formation en cours d'emploi Canada. Enseignants Formation Canada. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Education. eclas Sciences sociales. eclas Sciences humaines. eclas Professional education fast Teachers In-service training fast Teachers Training of fast Teaching Vocational guidance fast |
| topic_facet | Teaching Vocational guidance Canada. Teachers In-service training Canada. Teachers Training of Canada. Professional education Canada. Enseignement Orientation professionnelle Canada. Enseignants Formation en cours d'emploi Canada. Enseignants Formation Canada. EDUCATION Essays. EDUCATION Organizations & Institutions. EDUCATION Reference. Education. Sciences sociales. Sciences humaines. Professional education Teachers In-service training Teachers Training of Teaching Vocational guidance Canada |
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