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Cultural-historical psychology: interdisciplinary research perspectives & social practices

Publisher: Moscow State University of Psychology and Education

ISBN: 978-5-94051-174-8

Published in 2017

 

Teachers’ professional learning experiences during the neoliberal educational changes

Mets K., Estonia

Keywords: teachers’ professional learning experiences, neoliberal changes, social learning theory Extended summary

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A Part of Article

Globalisation as a worldwide change sets new expectations of public education and expects from teachers adapt new roles to keep up with constant diversifications in society and development of professional knowledge (Thomas & Beauchamp, 2010).

For Reference

References
  1. Thomas, L., & Beauchamp, C. (2011). Understanding new teachers’ professional identities through metaphor. Teaching and Teacher Education, 27(4), 762-769.
  2. Wenger, E. (1998). Communities of practice : Learning, meaning, and identity. Cambridge: Cambridge University Press.
  3. Wong, J. L. N. (2008). How does the new emphasis on managerialism in education redefi ne teacher professionalism? A case study in Guangdong province of China. Educational Review, 60(3), 267-282. doi:10.1080/00131910802195869
  4. Lai, M., & Lo, L. N. K. (2007). Teacher professionalism in educational reform: The experiences of Hong Kong and Shanghai. Compare: A Journal of Comparative and International Education, 37(1), 53-68. doi:10.1080/03057920601061786
  5. Leonard, S. N., & Roberts, P. (2014). Performers and postulates: the role of evolving socio-historical contexts in shaping new teacher professional identities. Critical Studies in Education, 55(3), 303-318.
  6. Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29 (1), 4–15.
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