The temporal, structural, cognitive and ethical dimensions of early professional learning

B. Corbin, A. Blake, I. Stronach, J. McNally

Research output: Chapter in Book/Report/Conference proceedingChapter


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
Publication statusPublished - 2010

Publication series

NameImproving Learning Series


  • education
  • early professional learning
  • cognitive
  • ethical
  • temporal


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