Liberating The Learner: Lessons for Professional Development in EducationTerry Atkinson, Guy Caxton, Marilyn Osborn, Mike Wallace There is clear evidence that the quality of children's learning in school is very dependant on the style of the teacher's approach and the learning environment he or she creates. This, in turn, is a reflection of teachers own beliefs, anxieties and enthusiasms about learning, often gained through their own educational experiences. This edited volume provides a new framework for exploring teachers' views on a whole range of professional issues, for instance the nature of teaching and learning, the needs of students, and their own abilities as learners. Within this is presented a variety of case studies which illustrate how teachers' views impact upon students' learning. The book builds on the well established assumption that teachers are themselves also learners and that the learning processes involved in professional development are in many ways the same as those involved in a classroom context.It shows how the conclusions drawn from this study can be used in a practical way to assist teachers' professional development throughout their career. All teacher trainers and mentors who take seriously their role of helping children to be resourceful, resilient and reflective learners will find that this book helps them to achieve this aim. |
Other editions - View all
Liberating the Learner: Lessons for Professional Development in Education Guy Claxton Limited preview - 1996 |
Liberating the Learner: Lessons for Professional Development in Education Guy Claxton No preview available - 1996 |
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ability achieve activities adult approach assessment assumptions attitudes awareness behaviour benefit Broadfoot challenge Chapter classroom Claxton cognitive collaboration colleagues competence concepts confidence context course culture curriculum defined difficult discussion dissonance effect engage experiential learning explore feel felt find finding first Gambia headteachers ideas identified implicit beliefs implicit theories individual influence initial teacher initial teacher education interviews issues knowledge learners learning experience lesson mathematics mathematics education mentor Mike Wallace observation one’s organisation participants particular Patricia Broadfoot pedagogy performance PGCE practice problem professional development professional learning programme pupils question reflection resilience responsibility role school-based sessions significant situation skills specific strategies student teachers tasks taught teacher education teaching and learning teaching styles Terry Atkinson theories of learning things transfer of learning tutor understanding