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Teachers as Professional Learners

Contextualising Identity across Policy and Practice

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  • © 2021

Overview

Authors:
  1. Ellen Larsen

    1. School of Teacher Education, University of Southern Queensland, Springfield, Australia

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  2. Jeanne Maree Allen

    1. School of Education and Professional Studies, Griffith University, Mt Gravatt, Australia

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    You can also search for this author in PubMed   Google Scholar

  • Shares the perspective of new teachers in their first year within the profession

  • Provides new teachers with the skills to handle their first year of work

  • Builds upon data from a pioneering Australian study

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Table of contents (7 chapters)

  1. Front Matter

    Pages i-xxxviii
    Download chapter PDF

  2. Contextualising Teacher Professional Learning in Practice and Policy

    • Ellen Larsen, Jeanne Maree Allen
    Pages 1-26

  3. Teachers as Professional Learners

    • Ellen Larsen, Jeanne Maree Allen
    Pages 27-56

  4. Researching Beginning Teacher Professional Learning Identity

    • Ellen Larsen, Jeanne Maree Allen
    Pages 57-89

  5. Understanding Professional Learning as Purposeful

    • Ellen Larsen, Jeanne Maree Allen
    Pages 91-112

  6. Experiencing Professional Learning as Work Intensive

    • Ellen Larsen, Jeanne Maree Allen
    Pages 113-137

  7. Professional Learning as an Act of Compliance

    • Ellen Larsen, Jeanne Maree Allen
    Pages 139-159

  8. Focusing on the Future

    • Ellen Larsen, Jeanne Maree Allen
    Pages 161-184

  9. Back Matter

    Pages 185-196
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Keywords

About this book

Drawing upon data from an Australian study, this book gives voice to beginning teachers navigating their way through their first year of teaching and discovering what it means to be professional learners. The chapters within provide rich insights into the ways in which beginning teachers make sense of the new and challenging experiences they face during the first year of teaching, and how these influence the development of their learner identities at this formative time of their careers. Professional learning, in response to teacher standards and associated accountability measures, often fails to acknowledge the importance of internal motivation and attitude to beginning teachers’ sense of a professional learner identity. This book offers policy makers, teacher educators, school leaders, mentors and teachers a way of thinking about how beginning teachers can be supported to grow professionally and construct their identities as professional learners. 

Authors and Affiliations

  • School of Teacher Education, University of Southern Queensland, Springfield, Australia

    Ellen Larsen

  • School of Education and Professional Studies, Griffith University, Mt Gravatt, Australia

    Jeanne Maree Allen

About the authors

Ellen Larsen is Lecturer in Curriculum and Pedagogy at the University of Southern Queensland, Australia. Her research interests include teacher educator practice and professionalism.


Jeanne Allen is Associate Professor of Teacher Education and the Higher Degree Research Convenor in the School of Education and Professional Studies at Griffith University, Australia. Her research expertise is in teacher education, standardised educational contexts, teacher identity and student engagement and retention.





Bibliographic Information

  • Book Title: Teachers as Professional Learners

  • Book Subtitle: Contextualising Identity across Policy and Practice

  • Authors: Ellen Larsen, Jeanne Maree Allen

  • DOI: https://doi.org/10.1007/978-3-030-65931-8

  • Publisher: Palgrave Macmillan Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2021

  • Hardcover ISBN: 978-3-030-65930-1Published: 20 January 2021

  • Softcover ISBN: 978-3-030-65933-2Published: 20 January 2022

  • eBook ISBN: 978-3-030-65931-8Published: 19 January 2021

  • Edition Number: 1

  • Number of Pages: XXXVIII, 196

  • Number of Illustrations: 15 b/w illustrations

  • Topics: Teaching and Teacher Education, Professional & Vocational Education, Learning & Instruction, Self and Identity

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