Teacher learning and power in the knowledge society

Teacher learning and power in the knowledge society /

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 o...

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Bibliographic Details
Online Access: Full text (MCPHS users only)
Other Authors: Clark, Rosemary, Livingstone, D. W., Smaller, Harry
Format: Electronic eBook
Language:English
Published: Rotterdam ; Boston : SensePublishers, 2012
Series:Knowledge economy and education ; v. 5.
Subjects:
Teaching > Vocational guidance > Canada.
Teachers > In-service training > Canada.
Teachers > Training of > Canada.
Professional education > Canada.
Local Note:ProQuest Ebook Central

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245 0 0 |a Teacher learning and power in the knowledge society /  |c edited by Rosemary Clark, D.W. Livingstone, and Harry Smaller. 
264 1 |a Rotterdam ;  |a Boston :  |b SensePublishers,  |c 2012. 
264 4 |c ©2012 
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490 1 |a The knowledge economy and education ;  |v volume 5 
504 |a Includes bibliographical references (pages 201-215). 
505 0 0 |g Part 1.  |t Introduction: Teacher Learning and Power in the Knowledge Society /  |r D.W. Livingstone, Harry Smaller and Rosemary Clark --  |g Section A.  |t Comparative Perspectives on Professionals' Work and Learning --  |t Teachers and other Professionals: A Comparison of Professionals' Occupational Requirements, Class Positions and Workplace Power /  |r D.W. Livingstone and Fab Antonelli --  |t Teachers' and other Professionals' Learning Practices: A Comparative Analysis /  |r Fab Antonelli and D.W. Livingstone --  |g Section B.  |t Teachers' Work and Learning --  |t Overview of Teachers' Work and Learning /  |r Harry Smaller --  |t Full-Time Teachers' Learning /  |r Engagements and Challenges /  |r Paul Tarc --  |t Occasional Teachers' Job-Related Learning /  |r Katina Pollock --  |t Beginning Teachers /  |r Harry Smaller --  |g Section C.  |t Implications and Applications --  |t Professional Control and Professional Learning /  |r Some Policy Implications /  |r Rosemary Clark --  |t Case Study /  |r Job-Embedded Learning for Beginning Teachers in the Toronto District School Board /  |r Jim Strachan --  |t Conclusion /  |r Reconsidering Teacher Learning and Power /  |r Rosemary Clark, D.W. Livingstone and Harry Smaller. 
520 |a 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. 
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650 0 |a Teachers  |x In-service training  |z Canada. 
650 0 |a Teachers  |x Training of  |z Canada. 
650 0 |a Professional education  |z Canada. 
700 1 |a Clark, Rosemary. 
700 1 |a Livingstone, D. W. 
700 1 |a Smaller, Harry. 
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