000			03153cam a2200469Ii 4500
001			BRILL9789462095601
003			nllekb
005			20260610104840.0
007			cr un uuuua
008			191130s2014 ne sb 001 0 eng d
020			_a9789462095601 _q(electronic book)
020			_z9789462095595 _q(print)
024	7		_a10.1007/978-94-6209-560-1 _2DOI
035			_a(OCoLC)880372256
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aLB1707
072		7	_aJN _2bicssc
072		7	_aEDU _x000000 _2bisacsh
082	0	4	_a370.711 _223
100	1		_aBeck, Clive, _eauthor.
245	1	0	_aGrowing as a Teacher : _ba Goals and Pathways of Ongoing Teacher Learning / _cClive Beck; Clare Kosnik.
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 ; _v14
490	1		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505	0	0	_aPreliminary Material -- Honing a Teaching Vision -- Refining Program Development -- Enhancing Student Assessment -- Increasing the Relevance of Learning -- Continuing to Learn Subject Content and Pedagogy -- Improving Classroom Organization and Community -- Creating a More Inclusive Classroom -- Refining Professional Identity -- Pathways of Teacher Growth -- Formal Learning Opportunities -- Teacher Inquiry as Professional Learning -- School-Based Teacher Learning -- References -- Index.
520			_aTeacher learning doesn’t end with initial preparation; many insights and skills remain to be added. This book is concerned with ongoing teacher learning, its goals (Part I) and pathways (Part II). It is based on a longitudinal study of 42 teachers: 20 over their first 8 years of teaching and 22 over their first 5 years. The areas of continued teacher learning identified in our study were: vision of teaching, program planning, assessment, relevance, subject content and pedagogy, classroom organization and community, inclusion, and professional identity. The pathways of learning included informal and formal PD, teacher inquiry, and school-based learning. A key finding of our research was that, over the years, teachers learn a great deal informally. However, they do so largely on their own and under considerable stress. Teachers need more support than they currently receive, both for survival and to enhance their informal learning.
588			_aDescription based on print version record.
650		0	_aTeachers _xTraining of.
650		0	_aCareer development.
650		0	_aEducation.
650		0	_aTeachers _xIn-service training.
700	1		_aKosnik, Clare, _eauthor.
776	0	8	_iPrint version: _tGrowing as a Teacher: Goals and Pathways of Ongoing Teacher Learning, _dLeiden Boston : Brill | Sense, 2014 _w9789462095595
830		0	_aProfessional Learning ; _v14.
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1007/978-94-6209-560-1
999			_c15367 _d15367