Maria Antonietta Impedovo

Identity and Teacher Professional Development (eBook, PDF)

A Reflective, Collaborative and Agentive Learning Journey

• Format: PDF

Produktbeschreibung

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.

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Produktdetails

• Verlag: Springer International Publishing
• Seitenzahl: 101
• Erscheinungstermin: 27. März 2021
• Englisch
• ISBN-13: 9783030713676
• Artikelnr.: 61381296

Autorenporträt

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
 
Conclusion
 
References