Teacher learning and learning from teaching

Teacher learning and learning from teaching

• Flores, Maria Assunção University of Minho, Portugal

Teachers and Teaching: Theory and Practice, 21(1), 1-3, 2015

Routledge

2015

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Teacher Learning Professional Development Special Education Teachers Student Learning Teacher Beliefs Teacher Education School Learning Special Education Teacher Attitudes

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

This editorial provides an overview of the articles which are featured in this issue of Teachers and Teaching: Theory and Practice. This issue includes a number of contributions which deal, directly or indirectly, with teacher learning, and particularly with the development and role of teacher professional learning communities. It also addresses the issue of learning from teaching as teachers describe, analyze and reflect upon their teaching experiences in the classroom, including the connection between their behavior and beliefs and student learning. One of the ethnographic studies focuses on the development of a community of practice for sustainable professional development among 18 teachers of English as second language in Hong Kong. Another article discusses the complex role of special education teachers in Israel. All seven papers included in this issue, in a way or another, look at the complexities of teaching and learning. Overall, a number of overarching themes may be identified: the importance of analyzing teachers beliefs and practices; the key role of professional communities in enhancing teacher learning and change; the need for relevant professional development opportunities to support teacher learning and commitment to teaching; the pedagogies of teaching and their role in fostering teacher reflection and growth as well as student learning taking into account the diversity and guidance provided to them; and the link between the complexity of teaching and the dynamic of classrooms and school culture.
Copyright of Teachers and Teaching: Theory and Practice is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13540602.2014.928118

• English

Journal Articles

• 13540602
• 14701278

• 10.1080/13540602.2014.928118

https://bibliography.lib.eduhk.hk/bibs/50ebfde6

2015-03-12