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.
|Title of host publication||Improving Learning in a Professional Context: a Research Perspective on the New Teacher in School|
|Editors||Jim McNally, Allan Blake|
|Place of Publication||London, UK|
|Publication status||Published - 2010|
|Name||Improving Learning Series|
- early professional learning
Corbin, B., Blake, A., Stronach, I., & McNally, J. (2010). The temporal, structural, cognitive and ethical dimensions of early professional learning. In J. McNally, & A. Blake (Eds.), Improving Learning in a Professional Context: a Research Perspective on the New Teacher in School (Improving Learning Series)..