Titlebook: Enacted Personal Professional Learning; Re-thinking Teacher Carmel Patterson Book 2019 Springer Nature Singapore Pte Ltd. 2019 Teacher Pro

債務(wù)人

書目名稱Enacted Personal Professional Learning影響因子(影響力)




書目名稱Enacted Personal Professional Learning影響因子(影響力)學(xué)科排名




書目名稱Enacted Personal Professional Learning網(wǎng)絡(luò)公開度




書目名稱Enacted Personal Professional Learning網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱Enacted Personal Professional Learning被引頻次




書目名稱Enacted Personal Professional Learning被引頻次學(xué)科排名




書目名稱Enacted Personal Professional Learning年度引用




書目名稱Enacted Personal Professional Learning年度引用學(xué)科排名




書目名稱Enacted Personal Professional Learning讀者反饋




書目名稱Enacted Personal Professional Learning讀者反饋學(xué)科排名

carotenoids

PALL

,Re-envisioning Teacher Learning—Enacted Personal Professional Learning (EPPL),structivist perspective by combining narrative inquiry and phenomenological inquiry. The study relied on the iterative process of gathering and analysing individual teacher representations of their experience through a three-interview process. Teaching expertise criteria supported the nomination of

和諧

MOT

,Chloé: Core Drivers of Experiential Orientation, Feedback and Self-Regulation,Chloé’s experience, in which she orients her story towards an ability to address the competing demands of her teaching and leadership roles. Two complicating actions for Chloé and her subsequent reflections highlight a recognition of expertise in others and her aspirations to leadership while quelli

effrontery

effrontery

Lilli: Horizons for Harnessing Emotional Positivity and Dealing with Change,earning, which she characterises as a constant juggling of responsibilities. Four complicating actions are explored for Lilli and the evaluation of these by Lilli herself. She indicates how she learnt through teaching a student with special needs, building good relationships with students, coordinat

辮子帶來幫助

Yag-Capsulotomy

Encapsulating EPPL Perspectives and Problematics, what constitutes meaning in the development of teacher expertise are situated within the personal being and becoming of TPL. This chapter shows how perspectives of empathetic understanding and non-competitive collegiality are critical to developing expertise. The professional learning narratives of

Mets552

Expertise, Third Space Thinking and EPPL Principles for Action,sentations of the teachers’ constructions of meaning within their lifeworld. Secondly, interrogating expert teachers’ experience of personal professional learning uncovers new understanding on the development of expertise. Thirdly, positing the centrality of learning within the lifeworldof expert te