| 書(shū)目名稱(chēng) | Teacher Learning and Power in the Knowledge Society | | 編輯 | Rosemary Clark,D. W. Livingstone,Harry Smaller | | 視頻video | http://file.papertrans.cn/902/901035/901035.mp4 | | 概述 | Written by experts, Gives a modern approach, Comprehensive in Scope | | 叢書(shū)名稱(chēng) | The Knowledge Economy and Education | | 圖書(shū)封面 |  | | 描述 | The 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, teachers are compared 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 differe | | 出版日期 | Book 2012 | | 關(guān)鍵詞 | knowledge economy; teacher education | | 版次 | 1 | | doi | https://doi.org/10.1007/978-94-6091-973-2 | | isbn_ebook | 978-94-6091-973-2 | | copyright | SensePublishers 2012 |
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