Teachers as Learners: Building an Alternative Landscape
In the first chapter, teaching is defined as that which involves a complex understanding and enactment of the interrelatedness between pedagogy, context and astute decision making. This thinking is positioned within the personal experience of the author w
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Kathleen Smith
Teachers as Self-directed Learners Active Positioning through Professional Learning
Self-Study of Teaching and Teacher Education Practices Volume 18
Series editor John Loughran, Monash University, Clayton, Australia Advisory board Mary Lynn Hamilton, University of Kansas, USA Ruth Kane, University of Ottawa, Ontario, Canada Geert Kelchtermans, University of Leuven, Belgium Fred Korthagen, IVLOS Institute of Education, The Netherlands Tom Russell, Queen’s University, Canada
More information about this series at http://www.springer.com/series/7072
Kathleen Smith
Teachers as Self-directed Learners Active Positioning through Professional Learning
Kathleen Smith Faculty of Education Monash University Melbourne, VIC, Australia
ISSN 1875-3620 ISSN 2215-1850 (electronic) Self-Study of Teaching and Teacher Education Practices ISBN 978-981-10-3586-9 ISBN 978-981-10-3587-6 (eBook) DOI 10.1007/978-981-10-3587-6 Library of Congress Control Number: 2017934082 © Springer Nature Singapore Pte Ltd. 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer Nature Singapore Pte Ltd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore
Foreword
There has been considerable writing about the nature of teachers’ professional development over the years. Even a cursory glance of the literature illustrates that despite the best efforts of many, a prevailing view of teacher development hinges on notions of working on teachers as opposed to working with teachers. The difference between these two views is stark. An important, and far too often overlooked, aspect of the difference revolves around teachers’ knowledge and how it is recognised, valued and developed. In the working on teachers appro
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