| Document Type
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BL
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| Record Number
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891165
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| Main Entry
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Patterson, Carmel
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| Title & Author
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Enacted personal professional learning : : re-thinking teacher expertise with story-telling and problematics /\ Carmel Patterson.
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| Publication Statement
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Singapore :: Springer,, [2019]
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| Page. NO
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1 online resource
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| ISBN
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9789811360077
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: 9811360073
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9789811360060
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9811360065
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| Bibliographies/Indexes
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Includes bibliographical references and index.
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| Contents
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Intro; Foreword; References; Preface; Acknowledgements; Contents; About the Author; List of Figures; 1 Introduction-Why a Book on Teacher Professional Learning Now?; How Does Enacted Personal Professional Learning (EPPL) Provide a New Perspective for TPL?; Two Central Themes; What Constitutes Teacher Expertise?; What Is Personal About TPL?; Why Use a Dual Methodological Approach?; What Does It Mean to Learn to Teach in Australia and Elsewhere?; Who Will This Book Appeal to?; How Is This Book Organised for the Reader?; So What for Future Research and Practice?; References
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2 Developing Expertise and Personal Professional Learning-A Global PerspectiveConnecting Concepts for Understanding EPPL; Distinguishing Between Experience and Developing Expertise; Teaching Expertise Criteria for the EPPL Study; Perceptions of Expertise in Teaching; Metacognition and Deliberate Practice of Experts; Expert Teachers as Learning Professionals; Teachers' Professional Learning and the Development of Expertise; Self-understanding Within Personal Professional Learning; Transformative Professional Learning; Policy and Practice in Different Contexts; Summary and Conclusion
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A Conversation with ColleaguesReferences; 3 Re-envisioning Teacher Learning-Enacted Personal Professional Learning (EPPL); Dual Methodologies Within a Constructivist Perspective; Narrative Inquiry; Phenomenological Inquiry; Methods for Gathering and Analysing Representations of Experience; Process for Encouraging Expert Teacher Participation; Gathering of Meaning Representations; Analysis of Meaning Representations; Meeting the Five Teachers: Jaxon, Chloé, Mia, Lilli and Anh; Jaxon-Synopsis; Chloé-Synopsis; Mia-Synopsis; Lilli-Synopsis; Anh-Synopsis; Theoretical Tools for Envisioning EPPL
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Experience and InsightProblematics and Third Space Thinking; Summary and Conclusion; A Conversation with Colleagues; References; 4 Jaxon: The Motivations of Heart, Happiness and the Whole Person; Jaxon's Story; Risking Serendipity-"Looking for Something New; I Was Just Looking for an Opportunity"; Motivational Approaches and Stimulating Contexts-"Sink or Swim"; Realising Competence-"It Doesn't Matter How Long I've Been Teaching for"; Working with Mentors-"Throw Stuff at Me and I'll Figure It Out"; Caring and Learning-"That's Bigger Than Any Classroom Issue."
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Sustaining Future Direction-"I Thought That's Really Powerful I'm More Interested in Pastoral Care"; Narrative Modes of Storytelling; Ideational Context: Good Teaching for Learner Development and Well-being; Interpersonal Context: Happiness and Collegial Relationships; Textual or Spoken Context: Unfazed by Challenges and Universal Differences; Summary and Conclusion; A Conversation with Colleagues; References; 5 Chloé: Core Drivers of Experiential Orientation, Feedback and Self-Regulation; Chloé's Story
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| Abstract
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This book offers a vital new approach to teacher professional learning, drawing on teachers' stories from the field. It investigates expert teachers' professional learning and uses a narrative framework to analyse their meaning-making processes. The book focuses on how proficient teachers develop their expertise, emphasising that individual needs and the contextual nature of learning require a personally enacted approach. Further, it explores the stories of five secondary school teachers, nominated by their colleagues for their outstanding expertise, to present new insights into expert teachers' views. Using a new evidence-based approach, Enacted Personal Professional Learning, it incorporates teachers' unique perspectives, problems and thought processes to understand expert teachers' learning, and offers essential principles for promoting storytelling to help teachers be or become empowered educators who can actively shape education communities for teacher professional learning.
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| Subject
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Education, Secondary.
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Storytelling in education.
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Teachers-- Training of.
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Teaching-- Methodology.
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EDUCATION-- Secondary.
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Education, Secondary.
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Storytelling in education.
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Teachers-- Training of.
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Teaching-- Methodology.
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| Dewey Classification
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373.1102
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| LC Classification
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LB1777.P38 2019eb
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