Identity and teacher professional development : a reflective, collaborative and agentive learning journey
著者
書誌事項
Identity and teacher professional development : a reflective, collaborative and agentive learning journey
（Springer briefs in education）
Springer Nature Switzerland, 2021
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注記
Includes bibliographical references
内容説明・目次
内容説明
This book addressed teachers' necessity to be able to respond to the new needs and demands caused by an ever-evolving educational system, as recognized in the national and international policy and research literature. The book proposes an analysis of the features that shape the journey of the teacher profession and professionalism, a journey which needs to be collaborative, agentive and dialogical:
* Collaborative in changing the personal and professional teacher development from an individual and solitude process toward a joint discovery with mutual enrichment and shared directionality;
* Agentive in the ability to activate internal and external resources for an individual, productive and communicative transformation;
* Dialogical in the ability to enrich the personal narrative with the voices of others and opening spaces for dialogue and listening.
The seven chapters are structured in a way that gives flow and pace to the unfolding story of the developing teacher identity and is informed by a whole range of research and literature. This book serves as a reference point for teacher-students, in-service teachers and teacher educators who are interested in their professional development and looking for new perspectives. It also offers some helpful insights for administrators who need to make ICT decisions on course development in teacher education.
目次
Introduction
Becoming a Teacher: to be a Teacher
Acquiring a Teacher Professional Identity
Circular dynamic between theory to teacher practice
From content to activity
From the research: French journey in teacher training
A focus: From Novice to Expert
The idea in brief: Connection to build new epistemic synthesis
Supporting the Teacher Professional Developing
2.1 Reflective practice
2.2 The e-portfolio as a boundary object
Example of ePortfolios structure in a university course
2.2 The use of the digital video as a reflective tool
The reflexive methods of self-confrontation
2.4 Developing Research - Inquiry Attitude
From the research: Sustainability of the research inquiry skill after one year
A focus: Boundary Object for transformation
The idea in brief: Becoming a diffractive practitioner as more-than-reflective practice
Role of the Personal Resources in Teaching Process
Self-efficacy to mobilize
Self-Regulated Learning to active
Teacher Agency as a dynamic resource
Typology of Agency
Readiness
From the research: Agency after a teacher training
A focus: Contemplative practices in Teacher training
The idea in brief: The personal teacher 'past as professional resources
Role of the Tools and ITC in Teaching Process
Appropriation, Tools and Scripts
The case of the I-Pad
4.2. Socio-materiality in the teaching process
From the research: New social and material appropriation
A focus: The artefact in a socio-cultural approach
The idea in brief:
Role of Collaboration in Teaching Process
Collaboration and Knowledge Building in the classroom
Collaborative Professional Learning
Teacher-Researcher Collaborations as Contexts for Learning
Peer collaboration: Role of the Social Network
From the research: Use of Social Network by teachers in the Global South
A focus: Participative methodology
The idea in brief: Toward Epistemic Collaborative Communities
International and Global Professional Developing
International teacher training
Teacher Educators: toward the next generation of teachers
From the research: An international Blended course for teacher educators
A focus: Blended Learning
The idea in brief: Ethical-critical global pedagogy
Open Perspective
Transformative Interactions with Augmented and Emerging Technology
Knots of new configurations in classroom
Teacher Professional Developing in Posthumanism / Hyperhumanism
The idea in brief: Critical and participative mean-making
Conclusion
References
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