Teacher educators and teachers as learners: international perspectives

Boyd, Pete ORCID: https://orcid.org/0000-0002-2234-3595 , Szplit, Agnieszka and Zbrog, Zuzanna, eds. (2014) Teacher educators and teachers as learners: international perspectives. Wydawnictwo Libron, Kraków, Poland.

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Abstract

In this book we argue that teacher education has a complex and layered pedagogy. By claiming a ‘layered’ pedagogy for teacher education we mean that primarily the learning of children and young people is at the heart of all teacher education but with layers above that level, for example on the learning of teachers and on the learning of teacher educators. When a teacher educator is facilitating a formal session with student teachers they are concerned with the progress and well-being of their student teacher learners, but they also have in mind the learning of the current and future pupils of the student teachers. his layering is a key driver for many teacher educators: they relectively consider, am I actively supporting my student teachers so that they will become efective teachers and, in turn, give their pupils every chance to learn and to develop as learners?

Item Type:	Book
Journal / Publication Title:	Teacher Educators and Teachers as Learners: International Perspectives
Publisher:	Wydawnictwo Libron
ISBN:	9788364275913
Departments:	Professional Services > Research Office & Graduate School (ROGS)
Additional Information:	This edited text focuses on the professional learning of teacher educators and teachers. The chapters are authored by teacher educators from a range of different nations across Europe and beyond.
Depositing User:	Pete Boyd
Date Deposited:	30 Jun 2015 14:27
Last Modified:	12 Jan 2024 13:30
URI:	https://insight.cumbria.ac.uk/id/eprint/1622

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