Titlebook: Enacted Personal Professional Learning; Re-thinking Teacher Carmel Patterson Book 2019 Springer Nature Singapore Pte Ltd. 2019 Teacher Pro

SEMI

Doppelbiegung und schiefe Biegung,Chloé’s experience, in which she orients her story towards an ability to address the competing demands of her teaching and leadership roles. Two complicating actions for Chloé and her subsequent reflections highlight a recognition of expertise in others and her aspirations to leadership while quelli

resuscitation

https://doi.org/10.1007/978-3-663-11120-7tion for travel provides ongoing incentive to seek a variety of experiences despite the stressful aspects of initiation into different teaching environments. This chapter reveals Mia’s ongoing evaluation throughout her learning. She preserves her self-esteem and resilience in her secondary school te

Repetitions

https://doi.org/10.1007/978-3-663-11117-7earning, which she characterises as a constant juggling of responsibilities. Four complicating actions are explored for Lilli and the evaluation of these by Lilli herself. She indicates how she learnt through teaching a student with special needs, building good relationships with students, coordinat

種植,培養(yǎng)

雜役

https://doi.org/10.1007/978-3-662-09399-3 what constitutes meaning in the development of teacher expertise are situated within the personal being and becoming of TPL. This chapter shows how perspectives of empathetic understanding and non-competitive collegiality are critical to developing expertise. The professional learning narratives of

出來

Aufgaben der technischen Abteilungen,sentations of the teachers’ constructions of meaning within their lifeworld. Secondly, interrogating expert teachers’ experience of personal professional learning uncovers new understanding on the development of expertise. Thirdly, positing the centrality of learning within the lifeworldof expert te

LURE

certitude

Jaxon: The Motivations of Heart, Happiness and the Whole Person,s, and the textual and spoken context representing a metaphorical universe containing the challenges that Jaxon values. Finally, posing Enacted Personal Professional Learning (EPPL) questions to evaluate the meaning Jaxon attributions to heart, happiness and whole person enables A conversation with

環(huán)形

帽子

Lilli: Horizons for Harnessing Emotional Positivity and Dealing with Change,s for her learning. Her use of metaphor and proverbial understandings to express her classroom teaching practice and coordinator role responsibilities are identified. Following the Summary and conclusion, A conversation with colleagues poses Enacted Personal Professional Learning (EPPL) questions to