000			03869nam a2200445 i 4500
001			BRILL9789462096103
003			nllekb
005			20260610104738.0
007			cr un uuuua
008			191130s2014 ne sb 001 0 eng d
020			_a9789462096103 _q(electronic book)
020			_z9789462096097 _q(print)
024	7		_a10.1007/978-94-6209-610-3 _2DOI
035			_a(OCoLC)881751107
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aLB1731
072		7	_aJN _2bicssc
072		7	_aEDU _x000000 _2bisacsh
082	0	4	_a370.71 _223
100	1		_aGrimmett, Helen, _eauthor.
245	1	4	_aThe Practice of Teachers' Professional Development : _ba A Cultural-Historical Approach / _cHelen Grimmett.
264		1	_aLeiden; _aBoston : _bBrill | Sense, _c2014.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aProfessional Learning ; _v16
490	1		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505	0	0	_aPreliminary Material -- Cultural-Historical Theory and the Vygotskian Project -- Setting the Scene -- The PLZ at Banksia Bay -- Representing the Practice of Professional Development -- Co-teaching with Sia -- Developing Situated Conscious Awareness -- WITHIN Practice PD -- Lemonade Learning Model (Grimmett, 2008) -- References -- Index.
520			_aThis book uses Vygotsky’s cultural-historical theory to provide a unique theorisation of teachers’ professional development as a practice. A practice can be described as the socially structured actions set up to produce a product or service aimed at meeting a collective human need. In this case, collaborative, interventionist work with teachers in two different Australian primary schools sought to simultaneously identify, understand and develop the necessary conditions for supporting the teachers’ development as professionals. The in-depth analysis of this practice provides interesting insight into professional development for teachers at all levels of schooling, and provides strong support for educational researchers, administrators and consultants to reconsider many existing forms of professional learning/development programs. This book supports the contemporary view that professional learning must take place with teachers, rather than be delivered to teachers, but provides an important expansion to current work in this area by arguing that a focus on teachers’ learning of new strategies and principles may still fall short of creating long term change in teachers’ professional practice. By taking a cultural-historical approach, the focus moves to supporting teachers’ development of unified concepts (the intertwining of theoretical and practical aspects) and motives to continue their ongoing development as professionals. This emphasis builds teachers’ capacity to examine and disrupt habitual practices and understand, create and implement thoughtful and sustainable transformations in all areas of their professional life. This book therefore builds upon the ongoing conversation about professional learning and development, offering a new framework for researching, understanding and developing this critical practice.
588			_aDescription based on print version record.
650		0	_aTeachers _xIn-service training.
650		0	_aCareer development.
650		0	_aTeachers _xTraining of.
776	0	8	_iPrint version: _tThe Practice of Teachers' Professional Development: A Cultural-Historical Approach, _dLeiden Boston : Brill | Sense, 2014 _w9789462096097
830		0	_aProfessional Learning ; _v16.
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1007/978-94-6209-610-3
999			_c11734 _d11734