In the continuing global call for educational reforms and change, the contributors in this edited collection address the critical issue of teacher learning from diverse national contexts and perspectives. They define "teacher learning that matters" as it shapes and directs pedagogical practices with the goal of improving student learning. Student achievement is broadly and inclusively defined, beyond the test scores so often identified as the mark of “success” in the research literature.
This book weaves together major studies, research findings and theoretical orientations to represent a globalized network of inquiries into the what, how and why of teacher learning that shapes teacher skill and knowledge. Teacher learning matters on an international scale because teachers are the portals through which any initiative for change and reform is realized. Recognizing that a highly skilled teaching force is instrumental to improving student achievement adds import to generating interactive dialogue on teacher learning around the globe.
Preface: Introducing the Landscapes of Teacher Learning That Matters. Section 1: Orienting the Way on the Landscape 1. What Makes Teacher Professional Development Effective? A Literature Review Klaas van Veen, Rosanne Zwart and Jacobiene Meirink 2. Professional Community and Professional Development in the Learning-Centered School Judith Warren Little Section 2: Perspectives for Teacher Learning in Multiple Contexts 3. Professional Learning: Creating Conditions for Developing Knowledge of Teaching John Loughran 4. A Multi-Metaphorical Model for Teacher Knowledge and Teacher Learning John Wallace and Judith Mulholland 5. The Transformative Potential of Teacher and Student Voices: Reframing Relationships for Learning Mary Kooy and Dana Colarusso 6. Professional Development Through a Teacher-as-Curriculum Maker Lens Cheryl Craig Section 3: Foundations for Developing the Self in Teacher Learning 7. Promoting Quality from Within: A New Perspective on Professional Development in Schools Saskia Attema-Noordewier, Fred Korthagen and Rosanne Zwart 8. Critical Moments as Heuristics to Transform Learning and Teacher Identity Paulien C. Meijer and Helma W. Oolbekkink 9. Writing and Professional Learning: A "Dialogic Interaction" Graham Parr and Brenton Doecke 10. Exploring Discursive Practices of Teacher Learning in a Cross-Institutional Professional Community in China Issa Danjun Ying Section 4: Professional Learning for Teacher Practice 11. Partnerships for Professional Renewal: The Development of a Masters Program for Teacher Professional Learning Helen Mitchell and Alex Alexandrou 12. Open-Ended Scientific Inquiry in a Non-Formal Setting: Cognitive, Affective and Social Aspects of In-Service Elementary Teachers’ Development Stella Hadjiachilleos and Lucy Avraamidou 13. From Concept to School Practice: Professional Learning for Sustainable Change in the Primary Science Classroom Pernilla Nilsson Section 5: Stepping Back by Stepping In: Re-Viewing the Landscape 14. Stepping Back and Stepping In: Concluding Thoughts on the Landscapes of Teacher Learning That Matters Klaas van Veen and Mary Kooy