The early professional learning of teachers: a model beginning

Jim McNally, Allan Blake, Nick Boreham, Peter Cope, Brian Corbin, Peter Gray, Ian Stronach

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Improving Learning in a Professional Context provides vital new evidence on exactly how teachers learn to be teachers; evidence that is likely to affect and influence the profession for many years to come. Demonstrating that learning in schools is more than simple 'cognitive' knowledge of the curriculum and teaching skills, this book suggests that we need to pay more attention to the emotional, relational, ethical, material, structural and temporal dimensions of the teaching experience. Based on empirical research, including interviews with new teachers, by teachers themselves, on a scale rarely seen before, the book reveals the complexity of learning in a professional context and gives some basic truths about what really matters in teaching.
Original languageEnglish
Title of host publicationImproving learning in a professional context: a research perspective on the new teacher in school
EditorsJim McNally, Allan Blake
Place of PublicationLondon, UK
Pages13-26
Number of pages14
Publication statusPublished - 2010

Publication series

NameImproving Learning Series
PublisherRoutledge

Keywords

  • early professional learning
  • education
  • teacher

Cite this

McNally, J., Blake, A., Boreham, N., Cope, P., Corbin, B., Gray, P., & Stronach, I. (2010). The early professional learning of teachers: a model beginning. In J. McNally, & A. Blake (Eds.), Improving learning in a professional context: a research perspective on the new teacher in school (pp. 13-26). (Improving Learning Series)..