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Teacher Learning: The Challenges of Passive and Intentional Disconnection

  • Kathleen Smith
Chapter
Part of the Self-Study of Teaching and Teacher Education Practices book series (STEP, volume 18)

Abstract

This chapter examines both the challenges associated with the provision of learning opportunities that actively position teachers to be active learners and how these challenges may influence the ways teachers come to understand and respond to a range of learning opportunities. The chapter addresses the difficulties that arise when teachers demonstrate both passive and intentional disconnection to the demands associated with becoming an active learner. The chapter examines potential reasons for passive disconnection and suggests that this may sometimes result from expectations of maintaining a passive approach to learning and an acceptance that control resides in direction from external expertise. At other times the disconnection may be strongly influenced by embedded school expectations about the nature and purpose of in-service teacher professional learning opportunities. Teachers may confront school-based disinterest in the learning and insights they are developing, and this lack of school support challenges teacher confidence.

Keywords

Professional Learning Teacher Learning School Support Digital Story Teacher Confidence 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Copyright information

© Springer Nature Singapore Pte Ltd. 2017

Authors and Affiliations

  • Kathleen Smith
    • 1
  1. 1.Faculty of EducationMonash UniversityMelbourneAustralia

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