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Integrated initial and continuing training as a way of developing the professional agency of teachers and student teachers
Institution:1. Tampere University, Kalevantie 4, 33014, Finland;2. University of Jyväskylä, Alvar Aallon katu 9, PL 35, 40014, Finland;1. University of Colorado, School of Education, 249 UCB, Boulder, CO, 80309, USA;2. Michigan State University, Teacher Education, 329 Erickson Hall, East Lansing, MI, 48824, USA;1. EPIUnit - Instituto de Saúde Pública, Universidade do Porto, Rua das Taipas, nº 135, 4050-600 Porto, Portugal;2. School of Psychology, University of Leeds, Leeds, LS2 9JT, England, UK;3. Departamento de Ciências da Saúde Pública e Forenses, e Educação Médica, Faculdade de Medicina, Universidade do Porto, Alameda Prof. Hernâni Monteiro, 4200-319 Porto, Portugal;1. Department of Nutrition and Food Sciences, University of Rhode Island, Kingston, RI, United States;2. Department of Psychology, University of Rhode Island, Kingston, RI, United States;3. Department of Nutrition, Gillings School of Global Public Health, University of North Carolina, Chapel Hill, NC, United States;4. Center for Health Promotion and Disease Prevention, University of North Carolina, Chapel Hill, NC, United States
Abstract:In this paper, we discuss training aimed at supporting the professional agency of teachers and student teachers. Drawing on socio-cultural and post-structural theories, we conceptualize professional agency as achieved by participation in professional practices. We employ our conceptualization in an analysis of a Finnish pilot training that combined initial and continuous training for preschool and primary school teachers. We argue that the practices of reflection and collective enquiry inherent in the model offer a fruitful starting point for further efforts to understand how to support the development of the professional agency of teachers and student teachers simultaneously.
Keywords:Professional agency  Professional development  Teacher education  Preschool  Primary school
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