Teacher Learning And Power In The Knowledge Society
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Author | : Rosemary Clark |
Publisher | : Springer Science & Business Media |
Total Pages | : 224 |
Release | : 2012-09-18 |
Genre | : Education |
ISBN | : 9460919731 |
The rise of knowledge workers has been widely heralded but there has been little research on their actual learning practices. This book provides the first systematic comparative study of the formal and informal learning of different professional groups, with a particular focus on teachers. Drawing on unique large-scale national surveys of working conditions and learning practices in Canada, teachers are compared with doctors and lawyers, nurses, engineers and computer programmers, as well as other professionals. The class positions of professionals (self-employed, employers, managers or employees) and their different collective bargaining and organizational decision-making powers are found to have significant effects on their formal learning and professional development (PD). Teachers’ learning varies according to their professionally-based negotiating and school-based decision-making powers. Two further national surveys of thousands of Canadian classroom teachers as well as more in-depth case studies offer more insight into the array of teachers’ formal and informal learning activities. Analyses of regular full-time teachers, occasional teachers and new teachers probe their different learning patterns. The international literature on teacher professional development and related government policies is reviewed and major barriers to job-embedded, ongoing professional learning are identified. Promising alternative forms of integrating teachers’ work and their professional learning are illustrated. Teacher empowerment appears to be an effective means to ensure more integrated professional learning as well as to aid fuller realization of knowledge societies and knowledge economies.
Author | : Andy Hargreaves |
Publisher | : Teachers College Press |
Total Pages | : 241 |
Release | : 2003-01-01 |
Genre | : Education |
ISBN | : 0807743593 |
We are living in a defining moment, when the world in which teachers do their work is changing profoundly. In his latest book, Hargreaves proposes that we have a one-time chance to reshape the future of teaching and schooling and that we should seize this historic opportunity. Hargreaves sets out what it means to teach in the new knowledge society, to prepare young people for a world of creativity and flexibility and to protect them against the threats of mounting insecurity. He provides inspiring examples of schools that operate as creative and caring learning communities and shows how years of "soulless standardization" have seriously undermined similar attempts made by many non-affluent schools. Hargreaves takes us beyond the dead-ends of standardization and divisiveness to a future in which all teaching can be a high-skill, creative, life-shaping mission because "the knowledge society requires nothing less." This major commentary on the state of today's teaching profession in a knowledge-driven world is theoretically original and strategically powerful?a practical, inspiring, and challenging guide to rethinking the work of teaching.
Author | : Karen Jensen |
Publisher | : Springer Science & Business Media |
Total Pages | : 231 |
Release | : 2012-10-20 |
Genre | : Education |
ISBN | : 9460919944 |
This book presents an entirely new approach to professional learning based on perspectives of the knowledge society and, in particular, an interpretation of Knorr Cetina’s work on scientific ‘epistemic cultures’. Starting with a conceptual chapter and followed by a suite of empirical studies from accountancy, education, nursing and software engineering, the book elaborates how: a) knowledge production and circulation take distinct forms in those fields; b) how the knowledge objects of practice in those fields engross and engage professionals and, in the process, people and knowledge are transformed by this engagement. By foregrounding an explicit concern for the role of knowledge in professional learning, the book goes much farther than the current fashion for describing ‘practice-based learning’. It will therefore be of considerable interest to the research, policy, practitioner and student communities involved with professional education/learning or interested in innovation and knowledge development in the professions.
Author | : Ronald M. Cervero |
Publisher | : John Wiley & Sons |
Total Pages | : 337 |
Release | : 2001-05-16 |
Genre | : Education |
ISBN | : 0787958603 |
"The single most important contribution to our field's knowledgebase in the past two decades. The authors have managed to shift thefocus of adult education back to the social concerns that weretaken for granted when the field was founded. We are ready for thislong overdue book. Indeed, we have been yearning for this book. Itwill tilt our field back towards its moral center." --B. Allan Quigley, chair, Department of AdultEducation, St. Francis Xavier University, Nova Scotia "Power in Practice is a wonderful book--full of case studies,updated theories, new perspectives, and evidence that adulteducation can and does change people's lives." --Michael Newman, senior lecturer in adult education,University of Technology, Sydney, Australia Adult educators know that they can no longer focus solely on theneeds of learners without responsibly addressing the political andethical consequences of their work. Power in Practiceexamines how certain adult education programs, practices, andpolicies can become a subtle part of power relationships in widersociety. It provides a rich array of real-world cases thathighlight the pivotal role of adult educators as "knowledge andpower brokers" in the conflict between learners and the socialforces surrounding them. The authors discuss how to teachresponsibly, develop effective adult education programs, andprovide exemplary leadership in complex political contexts,including the workplace and higher education. Educators in themiddle of power struggles will learn how to become more politicallyaware while actively shaping their enterprises to meet importantsocial needs.
Author | : D.W. Livingstone |
Publisher | : BRILL |
Total Pages | : 304 |
Release | : 2021-05-25 |
Genre | : Education |
ISBN | : 9004463070 |
This is the first analysis of professional classes, their differing job control and skill utilization. Professional employees especially face declining job control, diminishing use of skills and increasing barriers to continuing learning. The book is an original guide for further studies on professional classes, job design, and training.
Author | : Faulkner, Julie |
Publisher | : IGI Global |
Total Pages | : 367 |
Release | : 2011-12-31 |
Genre | : Education |
ISBN | : 1613504969 |
"This book examines a range of 'disruptive' approaches, exploring how challenge, dissonance, and discomfort might be mobilized in educational contexts in order to shift taken-for-granted attitudes and beliefs held by both educators and learners"--Provided by publisher.
Author | : Patrick Blessinger |
Publisher | : Emerald Group Publishing |
Total Pages | : 522 |
Release | : 2014-12-05 |
Genre | : Education |
ISBN | : 1784412341 |
This volume covers the many issues and concepts of how inquiry-based learning (IBL) can be applied to faculty and institutional development. This volume serves as a conceptual and practical resource and guide for educators and offers practical examples of IBL in action and diverse strategies for how to implement IBL in different contexts.
Author | : Mizuho Iinuma |
Publisher | : Springer |
Total Pages | : 72 |
Release | : 2015-11-24 |
Genre | : Education |
ISBN | : 9811001448 |
This book discusses learning and teaching with modern technology in the new knowledge society. It focuses specifically on new literacy and technology in classroom environments. Based on a social-constructivist approach, this book covers a wide range of new technology use examples, such as participatory media, video recording systems and 3D computer graphics. A case study on a constructivist approach to teaching and learning, especially CSCL (computer supported collaborative learning), is discussed from a practical perspective for educators. It also includes specific in-class practices with detailed accounts of curricula featuring readily accessible yet new technology available for classroom use, such as Google Sketchup 3D computer models.
Author | : Bénédicte Gendron |
Publisher | : Publibook/Société écrivains |
Total Pages | : 136 |
Release | : 2018 |
Genre | : Educational psychology |
ISBN | : 2342163428 |
The emotional capital (EK), this powerful functionning capital which was missing in economics measurement, is the capital driving heart, mind, soul and behaviours which could changes the world by changing ourselves. It's a three levels economics' concept (micro, meso and macro). Developed by Gendron in the early 2000s, the “Emotional Capital is the stock of the personal and social competencies that is inherent in the person, useful for personal, professional and organizational developments, and participates to social cohesion and has global and personal, economic and social returns”. Activating executive functions, the emotional capital is developed by active positive and collaborative pedagogy (heutagogy) and by practising mindfulness and meditation, bringing back the joy of learning by collaborative and creative learning, re-enchanting teaching. As a means of production, society contribution and personal developments, each additional investment in EK yields additional outputs at the three levels helping at performing better socially, economically and personally. In eudaimonic economics, the EK participates not only to the socio-economic growth but also to the society' cohesion and happiness as environmental concerns, underlying the relevance of education for the social and economic welfare, and the environmental protection. Thus, there is an emergency to invest in Emotional Capital to follow Mandela' mottos, to fulfill Sen's lifetime achievement and development as freedom and feed Gandhi's empowerment and emancipation, to allow a Better World.
Author | : Arthur Chapman |
Publisher | : UCL Press |
Total Pages | : 284 |
Release | : 2021-01-07 |
Genre | : Education |
ISBN | : 1787357309 |
The ‘knowledge turn’ in curriculum studies has drawn attention to the central role that knowledge of the disciplines plays in education, and to the need for new thinking about how we understand knowledge and knowledge-building. Knowing History in Schools explores these issues in the context of teaching and learning history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. With a focus on Young’s ‘powerful knowledge’ theorisation of the curriculum, and on his more recent articulations of the ‘powers’ of knowledge, this dialogue explores the many complexities posed for history education by the challenge of building children’s historical knowledge and understanding. The book builds towards a clarification of how we can best conceptualise knowledge-building in history education. Crucially, it aims to help history education students, history teachers, teacher educators and history curriculum designers navigate the challenges that knowledge-building processes pose for learning history in schools.