Professional learning and identities in teaching. International narratives of successful teachers.

Sonst. Personen	Karaman, A. Cendel (Hrsg.); Edling, Silvia (Hrsg.)
Titel	Professional learning and identities in teaching. International narratives of successful teachers.
Quelle	London; New York: Routledge Taylor & Francis Group (2021), xii, 208 S.Verfügbarkeit
Reihe	Routledge research in teacher education
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-0-367-74713-8; 9781003028451
Schlagwörter	Fallstudie; Chancengleichheit; Identität; Ethnografie; Australien; Beruf; Brasilien; Chancengleichheit; Curriculum; Englischunterricht; Fremdsprachenunterricht; Großbritannien; Identität; Irland; Lehrer; Lehrerfortbildung; Lehrerin; Professionalisierung; Türkei; Verantwortung; Lehramtsstudent; Schweden; USA; Fallstudie; Kooperatives Lernen; Interkulturelles Lernen; Lehrer; Lehrerin; Lehramtsstudent; Lehrerausbildung; Lehrerfortbildung; Interkulturelles Lernen; Kooperatives Lernen; Lerngemeinschaft; Curriculum; Inklusion; Fremdsprachenunterricht; Englischunterricht; Reflexion (Phil); Verantwortung; Beruf; Berufliche Kompetenz; Berufsethos; Professionalisierung; Australien; Brasilien; Großbritannien; Irland; Schweden; Türkei; USA
Abstract	This book explores the reflective potentialities offered by analyses of teachers' professional learning narratives. The book has a specific focus on narratives on professional learning and professional identities emerging from different contexts and gives a deeper understanding of successful teachers' narratives globally. Diverging from universally standardized constructions of idealized teacher identity and professional learning, the book provides analyses of a diversified set of cases with detailed descriptions of each teacher's idiographic and professional context to gain a deeper understanding of situated professional identities. With contributions from a range of international backgrounds, it shows teachers of various age groups, subject areas and curricula contribute their narratives to help readers reflect on different trajectories towards becoming a teacher. These narratives provide insight into and a deeper understanding of the conditions and complex processes that being a 'successful' teacher involves within these case studies, providing a useful contribution to the field of teacher education. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2023/1