Workplace Learning in Teacher Education International Practice and P
This book explores teacher workplace learning from four different perspectives: social policy, international comparators, multi-professional stances/perspectives and socio-cultural theory. First, it considers the policy and practice context of professiona
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Series Editors Christopher Day Judyth Sachs
For further volumes: http://www.springer.com/series/7908
Professional Learning and Development in Schools and Higher Education disseminates original, research informed writing on the connections between teacher learning and professionalism in schools and higher education. Global in their coverage, the texts deal with the problems and practices of the field in different national and international cultural, policy and practice contexts. The methodology employed encompasses a broad spectrum of conceptual, theoretical, philosophical and empirical research activities. The series explicitly encompasses both the fields of schools and higher education. The subject areas covered by the series are: professional learning in schools; contexts for professional learning; professional learning in higher education; change; the (new) meanings of professionalism in schools and higher education; training and development in schools and higher education; the ‘well-being’ agenda in schools and higher education; autonomy, compliance and effectiveness in schools and higher education; principal leadership in schools and higher education; middle-level leadership in schools and higher education.
Olwen McNamara • Jean Murray • Marion Jones Editors
Workplace Learning in Teacher Education International Practice and Policy
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Editors Olwen McNamara School of Education The University of Manchester Manchester United Kingdom
Marion Jones Faculty of Education, Health and Community Liverpool John Moores University Liverpool United Kingdom
Jean Murray Cass School of Education and Communities University of East London London United Kingdom
ISBN 978-94-007-7825-2 ISBN 978-94-007-7826-9 (eBook) DOI 10.1007/978-94-007-7826-9 Springer New York Heidelberg Dordrecht London Library of Congress Control Number: 2013951779 © Springer Science+Business Media Dordrecht 2014 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. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered na
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