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The temporal, structural, cognitive and ethical dimensions of early professional learning

Corbin, B. and Blake, A. and Stronach, I. and McNally, J. (2010) The temporal, structural, cognitive and ethical dimensions of early professional learning. In: Improving Learning in a Professional Context: a Research Perspective on the New Teacher in School. Improving Learning Series . Routledge, London, UK. ISBN 978-0-415-49340-6

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Abstract

Improving Learning in a Professional Context provides vital new evidence on exactly how teachers learn to be teachers; evidence that is likely to affect and influence the profession for many years to come. Demonstrating that learning in schools is more than simple 'cognitive' knowledge of the curriculum and teaching skills, this book suggests that we need to pay more attention to the emotional, relational, ethical, material, structural and temporal dimensions of the teaching experience. Based on empirical research, including interviews with new teachers, by teachers themselves, on a scale rarely seen before, the book reveals the complexity of learning in a professional context and gives some basic truths about what really matters in teaching.

Item type: Book Section
ID code: 26308
Keywords: education, early professional learning, cognitive, ethical, temporal, Education (General)
Subjects: Education > Education (General)
Department: Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
Related URLs:
Depositing user: Mr Stuart Brown
Date Deposited: 26 Jul 2010 10:08
Last modified: 28 Aug 2013 16:14
URI: http://strathprints.strath.ac.uk/id/eprint/26308

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