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Teachers as Learners

Critical Discourse on Challenges and Opportunities

  • Book
  • © 2010

Overview

Editors:
  1. Ora Kwo

    1. Faculty of Education, The University of Hong Kong, Hong Kong, China

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  • Offers a cross-cultural analysis of teacher development.
  • Shows how educational reforms have an impact on teacher education.

Part of the book series: CERC Studies in Comparative Education (CERC, volume 26)

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Table of contents (15 chapters)

  1. Front Matter

    Pages I-XIII
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  2. Introduction

    1. Front Matter

      Pages 1-1
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    2. Introduction

      • Ora Kwo
      Pages 3-9

  6. Policy Concerns for the Teaching Profession

    1. Front Matter

      Pages 243-243
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    2. Lessons on Reform: A Story of Teaching as Lived Practice *

      • Warren Mark Liew
      Pages 245-268

    3. Professional Standards: A Context for Teachers as Learners in Victorian Schools

      • Geoff Emmett
      Pages 269-291

    4. Professional Education for Teachers: Lessons from Other Professions

      • Robert J. Yinger
      Pages 293-310
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Keywords

About this book

In the worldwide movements of educational reform, educators are forging new roles, identities and relationships. Leadership is vital, but must be rooted in the capacity for learning. This volume responds to the tensions and paradoxes brought by educational reforms, presenting a critical discourse on teachers as learners. The contributions bring an array of cultural settings and methodological orientations, and reveal contextual burdens that teachers should not carry in isolation. Teachers’ learning demands collective engagement to turn challenges into opportunities in a sustainable quest for higher goals. The discourse concludes with a vision for a new relationship among educational workers as a joint force of learners in a cross-boundary endeavor for moral commitment to education.

Reviews

From the reviews:

“The book is an outgrowth of a meeting in Hong Kong of the World Assembly of the International Council on Education for Teaching (ICET). The result is a thorough and thoughtful examination of the role of the teacher as both a source of knowledge and a person who is in the process of learning. … should be read by every professor of education, every student teacher, every teacher, every principal, every school board member, and every superintendent.” (Linda Wanner, Internationale Zeitschrift für Erziehungswissenschaft, Vol. 56 (4), 2010)

Editors and Affiliations

  • Faculty of Education, The University of Hong Kong, Hong Kong, China

    Ora Kwo

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