Being a successful teacher means constantly examining your own development to identify blind spots and ensure you engage on a meaningful level with teaching and learning. This book discusses theoretical and conceptual ideas, linked to direct strategies for the classroom, that guide students towards becoming proactive and effective learners, giving them the confidence to take charge of their professional future in teaching. Built around a series of ‘contributing ideas’, this book includes a conceptual framework for critically analysing and thinking about the teaching and learning environment. Examples throughout explore how to make the most of professional learning opportunities so students can take personal control of their learning, through self-regulation and self-monitoring. Strategies for making practical use of these ideas for classroom planning and preparation for learning are also included.

A Learning Perspective on Teacher Development

A Learning Perspective on Teacher Development
A Learning Perspective on Teacher Development

Section 1 consists of two chapters:

Chapter 1 Your professional learning consciousness

Chapter 2 Becoming a self-regulating, autonomous professional

These first two chapters explore how to establish an approach to your professional learning that is self-regulatory and self-monitoring. This approach encourages and empowers you to assume increasing control of your professional knowledge and expertise. Some basic theoretical and research perspectives are also covered.

The teacher as a learner is an inquisitive professional who seeks self-awareness (see Feiman-Nemser, 2012). Through focused enquiry and interpretative strategies, you are enabled to assume responsibility for your learning, including when colleague support may not always be available. Input of a mentor or colleague to challenge your evolving professional awareness can also be ...

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