An Affinity for Learning
Teacher Identity and Powerful Professional Development
Datos Bibliográficos
| ID | 4307992 |
|---|---|
| Autores | Jeff Noonan (0000-0002-1517-5079, Harvard Graduate School of Education, autor de correspondencia) |
| Año | 2019 |
| Volumen | 70 |
| Número | 5 |
| Páginas | 526-537 |
| Fecha de publicación | 2019-11-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of Teacher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Editorial | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487118788838 |
| OpenAlex | W2885645544 |
| Idioma | EN |
| Citas recibidas | 35 |
| Referencias citadas | 37 |
Drawing on interviews with a diverse sample of teachers, this study uses the frame of professional identity to interpret the heterogeneity among teachers' perceptions of professional development. Specifically, it examines how teachers' "anchoring beliefs" might be reflected in or refracted by their accounts of powerful professional learning. An analysis of three case studies of teacher identity and teacher learning reveals three distinct "learning affinities": for the what (content), the who (facilitation), and the with whom (community). This learning affinity framework may better model teachers' experiences of professional development and thus could point the way toward improved research and design
Facilitation · Faculty Development · Identity (music) · Mathematics education · Pedagogy · Perception · Point (geometry) · Professional development · Professional learning community · Teacher education · Collaborative Teaching and Inclusion · Innovative Education and Learning Practices · Psychology · Teacher Education and Leadership Studies
Research on Moral Education Affinity from the Perspective of Psychology
How higher education teachers see their professional identity
Social media and pre-service teachers’ apprenticeships of observation
Teacher educators’ learnings from change and growth in new educational contexts
The racist architecture of the teacher workforce
Exploring human and AI collaboration in inclusive STEM teacher training
From pre-service science teacher towards transformative intellectual
Unpacking the effect of principal empowerment on teacher job satisfaction
Preservice teachers’ professional identity
The Predicting Role of Continuing Professional Development ( CPD ) in Chinese EFL Teachers' Agency and Pedagogical Effectiveness
Teachers as textbook developers
Psychometric properties of the ProficiencyIn+E rubric
Funds of Professional Identity in Language Teacher Education
Integrating academic and vocational subjects in vocational education and training
Finnish pre-service teachers’ identity development after a year of initial teacher education
Unveiling teacher identity development
How and why are educators using Instagram
Teachers using technology for co-teaching and crowdsourcing
Doing research in the rural school
Barriers and drivers in online micro-course professional development
The teachers’ lounge and the debate hall
The impact of Lesson Study professional development on the quality of teacher learning
School staff members’ professional agency in Finland, Scotland and Sweden – A comparative study
A new framework for teachers’ professional development
How and why educators use TikTok
Identifying Racial Optics and Its Influence on Teacher Curricular Decision-Making in Secondary Social Studies
Early Childhood Teacher Narratives on Constructivism
Fourth-Grade Primary School Students’ Misconception on Greatest Common Factor and Least Common Multiple
Mixed Messages and Diversity Management
Profiling Teachers' Motivation for Professional Development
Senior Teachers' Learning About Student Rights
Teacher Recruitment and Retention
Acting Upon Student Voice-Based Teaching Assessment Initiatives
Strengthening Teacher Residencies for Paraprofessionals in Special Education
Exploring the figured worlds of mindfulness and teaching
Schoolteacher
Teacher identity and agency in an era of accountability
Beyond ‘what works’
Engagement through microblogging
Selves Creating Stories Creating Selves
Reframing Professional Development Through Understanding Authentic Professional Learning
Transformative Learning
Case Study Research
Qualitative Inquiry and Research Design
Those Who Understand
Professional development
Reform, standards and teacher identity
Teachers’ perceptions of professional identity
Reconsidering research on teachers’ professional identity
Teacher Identity and Agency in School Worlds
Experimenting With Teacher Professional Development
Professional Development and Teacher Learning
Professional Development Research
Creative Teaching
What Makes Professional Development Effective? Results From a National Sample of Teachers
Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement
Narratives of Learning to Teach
In Search of Subjectivity-One's Own
In search of the essence of a good teacher
Content Knowledge for Teaching
Situated Learning
| Obras citantes distintas | 35 |
|---|---|
| Citas por año | 5 |
| Intervalo de citas | 2019 - 2026 (8) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 35 |