Disentangling what it means to be a Teacher in the 21st Century:  policy and practice in teachers’ continuous professional learning

Bob Burstow; Meg Maguire

Disentangling what it means to be a Teacher in the 21st Century: policy and practice in teachers’ continuous professional learning

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

The work of teachers has always been subjected to criticism. If there are concerns about the attitudes and behaviours of young people, then teachers and teacher education are usually expected to respond in some way. If there are ‘needs’ for greater literacy and numeracy skills in the workforce, then teachers and teacher education have to be reformed to respond to this call for change. If the economy ‘demands’ a different kind of workforce, then again education, and by implication, teacher education, has to be changed to meet this requirement. The shape that these policy interventions take will be seen in changes in the pre-service preparation of teachers. However, and significantly for this chapter, it will also be seen in the provision of in-service education and training, what we refer to in this chapter as continuing professional Learning (CPL) for this is the ‘quickest’ way to roll out educational change.

Original language	English
Title of host publication	Workplace Learning in Teacher Education
Editors	Olwen McNamara, Jenny Murray
Publication status	Accepted/In press - 2013

Cite this

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Disentangling what it means to be a Teacher in the 21st Century: policy and practice in teachers’ continuous professional learning

Abstract

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