000			03144nam a22004215i 4500
001			978-94-6091-973-2
003			DE-He213
005			20140220083349.0
007			cr nn 008mamaa
008			120918s2012 ne | s |||| 0|eng d
020			_a9789460919732 _9978-94-6091-973-2
024	7		_a10.1007/978-94-6091-973-2 _2doi
050		4	_aL1-991
072		7	_aJN _2bicssc
072		7	_aEDU000000 _2bisacsh
082	0	4	_a370 _223
100	1		_aClark, Rosemary. _eeditor.
245	1	0	_aTeacher Learning and Power in the Knowledge Society _h[electronic resource] / _cedited by Rosemary Clark, D. W. Livingstone, Harry Smaller.
264		1	_aRotterdam : _bSensePublishers : _bImprint: SensePublishers, _c2012.
300			_bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aThe Knowledge Economy and Education ; _v5
520			_aThe rise of knowledge workers has been widely heralded but there has been little research on their actual learning practices. This book provides the first systematic comparative study of the formal and informal learning of different professional groups, with a particular focus on teachers. Drawing on unique large-scale national surveys of working conditions and learning practices in Canada, teachers are compared with doctors and lawyers, nurses, engineers and computer programmers, as well as other professionals. The class positions of professionals (self-employed, employers, managers or employees) and their different collective bargaining and organizational decision-making powers are found to have significant effects on their formal learning and professional development (PD). Teachers’ learning varies according to their professionally-based negotiating and school-based decision-making powers. Two further national surveys of thousands of Canadian classroom teachers as well as more in-depth case studies offer more insight into the array of teachers’ formal and informal learning activities. Analyses of regular full-time teachers, occasional teachers and new teachers probe their different learning patterns. The international literature on teacher professional development and related government policies is reviewed and major barriers to job-embedded, ongoing professional learning are identified. Promising alternative forms of integrating teachers’ work and their professional learning are illustrated. Teacher empowerment appears to be an effective means to ensure more integrated professional learning as well as to aid fuller realization of knowledge societies and knowledge economies.
650		0	_aEducation.
650	1	4	_aEducation.
650	2	4	_aEducation (general).
700	1		_aLivingstone, D. W. _eeditor.
700	1		_aSmaller, Harry. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
830		0	_aThe Knowledge Economy and Education ; _v5
856	4	0	_uhttp://dx.doi.org/10.1007/978-94-6091-973-2
912			_aZDB-2-SHU
999			_c104953 _d104953