Teacher Learning and Development by Peter Aubusson

Teacher Learning and Development by Peter Aubusson

This series in teacher education, Self-study of Teacher Education Practices (S-STEP), is designed to capture and portray a range of approaches to se- study of teaching and teacher education practices. In so doing, it is anti- pated that the work of teachers and teacher educators might come to be better understood and valued as the complexity of the work of teaching and teaching about teaching is articulated and described for others. The series was initiated in order to complement the International Handbook of Self-study of Teaching and Teacher Education Practices (Loughran et al., 2004) so that the diversity in approaches to self-study could be highlighted for all those involved in the teaching and researching of professional practice. Pinnegar (1998) described self-study as a methodology for studying the s- tings in which professional practice takes place and, as such, suggested that self-study should lead to improvements in teaching and teacher education by uncovering and articulating insights in the processes of teaching and learning. In this way, a clear intention of self-study is that it might ultimately enhance s- dents'learning and teacher and teacher educators'understanding of practice.

From the reviews:

“This edited book provides the reader with a wealth of expert writing from teachers, academics …The fascination of the collection is its illustration of the interweaving influences of experience, reflection and practitioner research on teacher learning. … The book will thus appeal to teachers making sense of their own experiences and endeavours to enhance learning opportunities and improve students’ learning outcomes. It will be of particular value to those with responsibility for CPD and those embarking on reflective practice or practitioner research.” (Rachel Lofthouse, Learning and Teaching Update, Issue 15, June, 2008)

Dr. Sandra Schuck is Professor of Education and Director of Research Training in the Faculty of Arts and Social Sciences at the University of Technology Sydney (UTS). Her research interests include teaching and teacher education futures, teacher professional learning with new media, mobile learning, mentoring, retention and induction of early career teachers, as well as beliefs and practices in mathematics education. She received a UTS Excellence in Research Award for Researcher Development in 2010.
Dr. Peter Aubusson is Professor of Education at the University of Technology Sydney. His recent research examines science education and teacher education futures, mobile learning in mathematics and science and teacher professional learning. He was the founding director of the STEM Education Futures Research Centre at UTS. In 2013, he was awarded the UTS Vice-Chancellor's Medal for Research Excellence in acknowledgement of his research achievements.
Dr. Kevin Burden is Professor of Digital Education in the Faculty of Arts, Cultures and Education (FACE) at the University of Hull, and Programme Director for the Taught Doctorate in Education. His research interests lie in the field of learning, technology and teacher education, where he focuses on the areas of mobility, spatiality and materiality. He has been invited to deliver keynote addresses at several international events and conferences. In 2015 he was recognised as a National Teaching Fellow by the Higher Education Academy in the UK.
Dr. Sue Brindley is a Senior Lecturer at the University of Cambridge Faculty of Education. She is series editor for Learning and Teaching with Digital Technologies and has published widely in the field of teacher development. Sue was awarded the prestigious Pilkington Prize by Cambridge University in recognition of her innovative approaches to university teaching. She is editor of the Journal of Teacher Development, and co-editor of Technology, Pedagogy and Education.

SKU	Unavailable
ISBN 13	9781402046223
ISBN 10	1402046227
Title	Teacher Learning and Development
Author	Peter Aubusson
Series	Self Study Of Teaching And Teacher Education Practices
Condition	Unavailable
Binding Type	Hardback
Publisher	Springer-Verlag New York Inc.
Year published	2006-07-07
Number of pages	274
Cover note	Book picture is for illustrative purposes only, actual binding, cover or edition may vary.