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This book addressed teachers’ necessity to be able to respond to the new needs and demands caused by an ever-evolving educational system, as recognized in the national and international policy and research literature. The book proposes an analysis of the features that shape the journey of the teacher profession and professionalism, a journey which needs to be collaborative, agentive and dialogical: • Collaborative in changing the personal and professional teacher development from an individual and solitude process toward a joint discovery with mutual enrichment and shared…mehr
This book addressed teachers’ necessity to be able to respond to the new needs and demands caused by an ever-evolving educational system, as recognized in the national and international policy and research literature. The book proposes an analysis of the features that shape the journey of the teacher profession and professionalism, a journey which needs to be collaborative, agentive and dialogical:
• Collaborative in changing the personal and professional teacher development from an individual and solitude process toward a joint discovery with mutual enrichment and shared directionality;
• Agentive in the ability to activate internal and external resources for an individual, productive and communicative transformation;
• Dialogical in the ability to enrich the personal narrative with the voices of others and opening spaces for dialogue and listening.
The seven chapters are structured in a way that gives flow and pace to the unfolding story of the developing teacher identity and is informed by a whole range of research and literature. This book serves as a reference point for teacher-students, in-service teachers and teacher educators who are interested in their professional development and looking for new perspectives. It also offers some helpful insights for administrators who need to make ICT decisions on course development in teacher education.
Maria Antonietta Impedovo, PhD, is Associate Professor at Aix-Marseille University, France. Since 2014, she teaches at School of Education in a master course addressed mainly to teacher-students. Since 2010, she has been actively participating in multiple national and international formative and research projects about teacher professional developing. Her main research interests are cultural and educational psychology. Her current research centres on learning and developing across contexts, technology-mediated learning, and professional developing. About these topics, she has written peer-reviewed papers in Italian, Spanish, French and English.
Inhaltsangabe
Introduction
Becoming a Teacher: to be a Teacher Acquiring a Teacher Professional Identity Circular dynamic between theory to teacher practice From content to activity From the research: French journey in teacher training A focus: From Novice to Expert The idea in brief: Connection to build new epistemic synthesis
Supporting the Teacher Professional Developing 2.1 Reflective practice 2.2 The e-portfolio as a boundary object Example of ePortfolios structure in a university course 2.2 The use of the digital video as a reflective tool The reflexive methods of self-confrontation 2.4 Developing Research ¿ Inquiry Attitude From the research: Sustainability of the research inquiry skill after one year A focus: Boundary Object for transformation The idea in brief: Becoming a diffractive practitioner as more-than-reflective practice
Role of the Personal Resources in Teaching Process Self-efficacy to mobilize Self-Regulated Learning to active Teacher Agency as a dynamic resource Typology of Agency Readiness From the research: Agency after a teacher training A focus: Contemplative practices in Teacher training The idea in brief: The personal teacher `past as professional resources
Role of the Tools and ITC in Teaching Process Appropriation, Tools and Scripts The case of the I-Pad 4.2. Socio-materiality in the teaching process From the research: New social and material appropriation A focus: The artefact in a socio-cultural approach The idea in brief:
Role of Collaboration in Teaching Process Collaboration and Knowledge Building in the classroom Collaborative Professional Learning Teacher-Researcher Collaborations as Contexts for Learning Peer collaboration: Role of the Social Network From the research: Use of Social Network by teachers in the Global South A focus: Participative methodology The idea in brief: Toward Epistemic Collaborative Communities
International and Global Professional Developing International teacher training Teacher Educators: toward the next generation of teachers From the research: An international Blended course for teacher educators A focus: Blended Learning The idea in brief: Ethical-critical global pedagogy
Open Perspective Transformative Interactions with Augmented and Emerging Technology Knots of new configurations in classroom Teacher Professional Developing in Posthumanism / Hyperhumanism The idea in brief: Critical and participative mean-making
Becoming a Teacher: to be a Teacher Acquiring a Teacher Professional Identity Circular dynamic between theory to teacher practice From content to activity From the research: French journey in teacher training A focus: From Novice to Expert The idea in brief: Connection to build new epistemic synthesis
Supporting the Teacher Professional Developing 2.1 Reflective practice 2.2 The e-portfolio as a boundary object Example of ePortfolios structure in a university course 2.2 The use of the digital video as a reflective tool The reflexive methods of self-confrontation 2.4 Developing Research ¿ Inquiry Attitude From the research: Sustainability of the research inquiry skill after one year A focus: Boundary Object for transformation The idea in brief: Becoming a diffractive practitioner as more-than-reflective practice
Role of the Personal Resources in Teaching Process Self-efficacy to mobilize Self-Regulated Learning to active Teacher Agency as a dynamic resource Typology of Agency Readiness From the research: Agency after a teacher training A focus: Contemplative practices in Teacher training The idea in brief: The personal teacher `past as professional resources
Role of the Tools and ITC in Teaching Process Appropriation, Tools and Scripts The case of the I-Pad 4.2. Socio-materiality in the teaching process From the research: New social and material appropriation A focus: The artefact in a socio-cultural approach The idea in brief:
Role of Collaboration in Teaching Process Collaboration and Knowledge Building in the classroom Collaborative Professional Learning Teacher-Researcher Collaborations as Contexts for Learning Peer collaboration: Role of the Social Network From the research: Use of Social Network by teachers in the Global South A focus: Participative methodology The idea in brief: Toward Epistemic Collaborative Communities
International and Global Professional Developing International teacher training Teacher Educators: toward the next generation of teachers From the research: An international Blended course for teacher educators A focus: Blended Learning The idea in brief: Ethical-critical global pedagogy
Open Perspective Transformative Interactions with Augmented and Emerging Technology Knots of new configurations in classroom Teacher Professional Developing in Posthumanism / Hyperhumanism The idea in brief: Critical and participative mean-making
Conclusion
References
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