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I thought to myself: what a long way I’ve come … : teacher writing for professional learning.

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Title: I thought to myself: what a long way I’ve come … : teacher writing for professional learning.
Authors: Aharonian, Nikki1 (AUTHOR) Nicole.Aharonian@education.monash.edu
Source: Teacher Development. Apr2016, Vol. 20 Issue 2, p213-228. 16p.
Subject Terms: *Professional education, *Learning, *Educators, *Cognitive styles, Narration, Self-efficacy
Abstract: As governments the world over continue to advocate the importance of teacher professional learning, researchers and practitioners continue to explore ways to enact that learning in meaningful ways. The value of narrative for teacher education has been widely discussed and several studies show that learning is significant when teacher–writers engage in written dialogue. This article is a critical, narrative-based account of the professional learning of Orly, an Israeli teacher. Written reflection and narrative play a crucial mediating role in her learning. This practitioner inquiry explores narrative writing as a means of learning, empowerment and professional renewal for Israeli educators. The author presents multiple ways in which language from a professional learning context can connect with classroom practice and discusses the dialogical nature of this kind of learning. [ABSTRACT FROM PUBLISHER]
Copyright of Teacher Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: I thought to myself: what a long way I’ve come … : teacher writing for professional learning.
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  Data: <searchLink fieldCode="JN" term="%22Teacher+Development%22">Teacher Development</searchLink>. Apr2016, Vol. 20 Issue 2, p213-228. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+styles%22">Cognitive styles</searchLink><br /><searchLink fieldCode="DE" term="%22Narration%22">Narration</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink>
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  Data: As governments the world over continue to advocate the importance of teacher professional learning, researchers and practitioners continue to explore ways to enact that learning in meaningful ways. The value of narrative for teacher education has been widely discussed and several studies show that learning is significant when teacher–writers engage in written dialogue. This article is a critical, narrative-based account of the professional learning of Orly, an Israeli teacher. Written reflection and narrative play a crucial mediating role in her learning. This practitioner inquiry explores narrative writing as a means of learning, empowerment and professional renewal for Israeli educators. The author presents multiple ways in which language from a professional learning context can connect with classroom practice and discusses the dialogical nature of this kind of learning. [ABSTRACT FROM PUBLISHER]
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  Group: Ab
  Data: <i>Copyright of Teacher Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/13664530.2016.1138998
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        Text: English
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      – SubjectFull: Professional education
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      – SubjectFull: Learning
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      – SubjectFull: Educators
        Type: general
      – SubjectFull: Cognitive styles
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      – SubjectFull: Narration
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      – SubjectFull: Self-efficacy
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              Text: Apr2016
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