000			03459nam a22005775i 4500
001			978-3-030-65931-8
003			MN-UlMNUE
005			20230201085153.0
007			cr nn 008mamaa
008			210119s2021 sz | s |||| 0|eng d
020			_a9783030659318
024	7		_a10.1007/978-3-030-65931-8 _2doi
040			_aMN-UlMNUE _bENG _cMN-UlMNUE _dMN-UlMNUE _erda
041			_aENG
050		4	_aLB1705-2286
072		7	_aJNMT _2bicssc
072		7	_aEDU046000 _2bisacsh
072		7	_aJNMT _2thema
082	0	4	_a370.711 _223
100	1		_aLarsen, Ellen. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut _91946
245	1	0	_aTeachers as Professional Learners _h[electronic resource] : _bContextualising Identity across Policy and Practice / _cby Ellen Larsen, Jeanne Maree Allen.
250			_a1st ed. 2021.
264		1	_aCham : _bSpringer International Publishing : _bImprint: Palgrave Macmillan, _c2021.
300			_aXXXVIII, 196 p. 15 illus. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_a1. Contextualising Teacher Professional Learning in Practice and Policy -- 2. Teachers as Professional Learners -- 3. Researching Beginning Teacher Professional Learning Identity -- 4.Understanding Professional Learning as Purposeful -- 5. Experiencing Professional Learning as Work Intensive -- 6. Professional Learning as an Act of Compliance -- 7. Focusing on the Future.
520			_aDrawing upon data from an Australian study, this book gives voice to beginning teachers navigating their way through their first year of teaching and discovering what it means to be professional learners. The chapters within provide rich insights into the ways in which beginning teachers make sense of the new and challenging experiences they face during the first year of teaching, and how these influence the development of their learner identities at this formative time of their careers. Professional learning, in response to teacher standards and associated accountability measures, often fails to acknowledge the importance of internal motivation and attitude to beginning teachers’ sense of a professional learner identity. This book offers policy makers, teacher educators, school leaders, mentors and teachers a way of thinking about how beginning teachers can be supported to grow professionally and construct their identities as professional learners. .
650		0	_aTeachers—Training of. _91408
650		0	_aProfessional education. _91417
650		0	_aVocational education.
650		0	_aLearning, Psychology of.
650		0	_aPhilosophy of mind. _91706
650		0	_aSelf.
650	1	4	_aTeaching and Teacher Education. _91412
650	2	4	_aProfessional and Vocational Education. _91422
650	2	4	_aInstructional Psychology.
650	2	4	_aPhilosophy of the Self. _91708
700	1		_aAllen, Jeanne Maree. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut _91947
710	2		_aSpringerLink (Online service)
773	0		_tSpringer Nature eBook
776	0	8	_iPrinted edition: _z9783030659301
776	0	8	_iPrinted edition: _z9783030659325
776	0	8	_iPrinted edition: _z9783030659332
856	4	0	_uhttps://doi.org/10.1007/978-3-030-65931-8
942			_2ddc _cEBOOK
999			_c105371 _d105371