Identity and Teacher Professional Development: A Reflective, Collaborative and Agentive Learning Journey (SpringerBriefs in Education)

✍ Scribed by Maria Antonietta Impedovo

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 111
• Category: Library

✦ Synopsis

This book addressed teachers’ necessity to be able to respond to the new needs and demands caused by an ever-evolving educational system, as recognized in the national and international policy and research literature. The book proposes an analysis of the features that shape the journey of the teacher profession and professionalism, a journey which needs to be collaborative, agentive and dialogical:

• Collaborative in changing the personal and professional teacher development from an individual and solitude process toward a joint discovery with mutual enrichment and shared directionality;

• Agentive in the ability to activate internal and external resources for an individual, productive and communicative transformation;

• Dialogical in the ability to enrich the personal narrative with the voices of others and opening spaces for dialogue and listening.

The seven chapters are structured in a way that gives flow and pace to the unfolding story of the developing teacher identity and is informed by a whole range of research and literature. This book serves as a reference point for teacher-students, in-service teachers and teacher educators who are interested in their professional development and looking for new perspectives. It also offers some helpful insights for administrators who need to make ICT decisions on course development in teacher education.

✦ Table of Contents

Introduction
References
Contents
1 Becoming a Teacher: To Be a Teacher
1.1 Acquiring a Teacher Professional Identity
1.2 Circular Dynamic Between Theory to Teacher Practice
1.3 From the Content to the Activity
1.3.1 From the Research: French Teacher-Student in Classroom
1.3.2 In Practice: The Teacher-Student Master Dissertation
1.3.3 The Idea to Explore: The Indirect Method of Instructions
1.3.4 Professional Insight: Teacher Standards and Epistemic Synthesis
References
2 Supporting Teacher Professional Development
2.1 Reflective Practice
2.2 The E-Portfolio as a Boundary Object
2.3 The Use of the Digital Video as a Reflective Tool
2.4 Developing Research—Inquiry Attitude
2.4.1 From the Research: Example of ePortfolios Structure in a University Course
2.4.2 In Practice: The Reflexive Methods of Self and Cross Confrontation
2.4.3 The Idea in Brief: Becoming a Diffractive Practitioner as More-Than-Reflective Practice
2.4.4 Professional Insights: Teacher in Mobility as an Immigrant and as an Allies
References
3 Personal Resources
3.1 Activation of Self-Efficacy
3.2 Activation of Self- Regulated Learning
3.3 Teacher Agency as a Dynamic Resource
3.4 Readiness
3.4.1 From the Research: Agency After a Master’s Course
3.4.2 In the Practices: Contemplative Practice in Teacher Education
3.4.3 The Idea in Brief: Funds of Knowledge and Funds of Identity
3.4.4 Professional Insights: The Teacher’ Personal Past and Emotions as Professional Resources
References
4 Role of Digital Tools and ITC in Teacher Practices
4.1 Appropriation, Tools and Scripts
4.2 Socio Materiality in the Teaching Process with ITC
4.2.1 From the Research: Social and Material ICT Appropriation
4.2.2 In the Practices: The Case of the iPad
4.2.3 The Idea in Brief: Covid-19 and Materialized Reflection
4.2.4 Professional Insight: Post-critical Curricular Theories
References
5 Role of Collaboration in Teaching Practices
5.1 Collaboration and Knowledge Building in the Classroom
5.2 Collaborative Professional Learning Through Teacher-Researcher Interaction
5.3 Collaborative Professional Learning Through Social Network
5.3.1 From the Research: Use of Social Network by the Teachers in the Global South
5.3.2 In Practice: Relational Agency in Working Practices
5.3.3 The Idea in Brief: Toward an Epistemic Collaborative Communities
5.3.4 The Professional Insights: To Uncover the Teachers’ Experiences of Knowledge
References
6 International and Global Professional Developing
6.1 International Teacher Education
6.2 Teacher Educators: Toward the Next Generation of Teachers
6.2.1 From the Research: An International Blended Course for Teacher Educators
6.2.2 In Practice: Sustainability of Competencies in the Indigen Context
6.2.3 The Idea in Brief: Ethical-Critical Global Pedagogy
6.2.4 Professional Insight: Conversational Professional Developing
References
7 Open Perspectives
7.1 Knots of New Configurations in Classroom
7.2 Task: Negotiated Activity Between Teacher, Students and Emergent Technology
7.2.1 From the (Future) Research: Uber Teacher, Click Education and Robot
7.2.2 In the Practices: Teacher in Troubling Time
7.2.3 The Idea in Brief: Critical and Participative Mean-Making
7.2.4 Professional Insight: The Diffractive Teacher
References
8 Commentary: The Horizon Worker
References
9 Final Commentary
Reference