ABSTRACT
In the continuing global call for educational reforms and change, the contributors in this edited collection address the critical issue of teacher learning from diverse national contexts and perspectives. They define "teacher learning that matters" as it shapes and directs pedagogical practices with the goal of improving student learning. Student achievement is broadly and inclusively defined, beyond the test scores so often identified as the mark of “success” in the research literature.
This book weaves together major studies, research findings and theoretical orientations to represent a globalized network of inquiries into the what, how and why of teacher learning that shapes teacher skill and knowledge. Teacher learning matters on an international scale because teachers are the portals through which any initiative for change and reform is realized. Recognizing that a highly skilled teaching force is instrumental to improving student achievement adds import to generating interactive dialogue on teacher learning around the globe.
TABLE OF CONTENTS
part I|43 pages
Orienting the Way on the Landscape
part II|68 pages
Perspectives for Teacher Learning in Multiple Contexts
chapter 5|20 pages
The Transformative Potential of Teacher and Student Voices
part III|82 pages
Foundations for Developing the Self in Teacher Learning
chapter 7|28 pages
Promoting Quality from Within
part IV|58 pages
Professional Learning for Teacher Practice
chapter 11|20 pages
Partnerships for Professional Renewal
chapter 12|18 pages
Open-Ended Scientific Inquiry in a Nonformal Setting
chapter 13|18 pages
From Concept to School Practice
part V|8 pages
Stepping Back by Stepping In