000			04438nam a2200481 i 4500
001			BRILL9789460919732
003			nllekb
005			20260610105613.0
007			cr un uuuua
008			191130s2012 ne sb 001 0 eng d
020			_a9789460919732 _q(electronic book)
020			_z9789460919725 _q(print)
024	7		_a10.1007/978-94-6091-973-2 _2DOI
035			_a(OCoLC)811619681
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aLB1775.4.C2
072		7	_aJN _2bicssc
072		7	_aEDU _x000000 _2bisacsh
082	0	4	_a370.23 _223
245	0	0	_aTeacher Learning and Power in the Knowledge Society / _cEdited by Rosemary Clark; D.W. Livingstone; Harry Smaller.
264		1	_aLeiden; _aBoston : _bBrill | Sense, _c2012.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aThe Knowledge Economy and Education ; _v5
490	1		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505	0	0	_aPreliminary Material / _rRosemary Clark , D.W. Livingstone and Harry Smaller -- Introduction / _rD.W. Livingstone , Harry Smaller and Rosemary Clark -- Teachers and Other Professionals / _rD.W. Livingstone and Fab Antonelli -- Teachers’ and Other Professionals’ Learning Practices / _rFab Antonelli and D.W. Livingstone -- Overview of Teachers’ Work and Learning / _rHarry Smaller -- Full-Time Teachers’ Learning / _rPaul Tarc -- Occasional Teachers’ Job-Related Learning / _rKatina Pollock -- Beginning Teachers / _rHarry Smaller -- Professional Control and Professional Learning / _rRosemary Clark -- Case Study / _rJim Strachan -- Conclusion / _rRosemary Clark , D.W. Livingstone and Harry Smaller -- Appendix / _rRosemary Clark , D.W. Livingstone and Harry Smaller -- Endnotes / _rRosemary Clark , D.W. Livingstone and Harry Smaller -- Bibliography / _rRosemary Clark , D.W. Livingstone and Harry Smaller.
520			_aThe 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, the book compares teachers 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.
588			_aDescription based on print version record.
650		0	_aProfessional education.
650		0	_aTeachers _xIn-service training.
650		0	_aTeachers _xTraining of.
650		0	_aTeaching _xVocational guidance.
700	1		_aClark, Rosemary, _eeditor.
700	1		_aLivingstone, D.W., _eeditor.
700	1		_aSmaller, Harry, _eeditor.
776	0	8	_iPrint version: _tTeacher Learning and Power in the Knowledge Society, _dLeiden Boston : Brill | Sense, 2012 _w9789460919725
830		0	_aThe Knowledge Economy and Education ; _v5.
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1007/978-94-6091-973-2
999			_c41533 _d41533