000			04044nam a22003855i 4500
001			284194
003			MX-SnUAN
005			20170705134209.0
007			cr nn 008mamaa
008			150903s2009 ne | o |||| 0|eng d
020			_a9781402094170 _99781402094170
024	7		_a10.1007/9781402094170 _2doi
035			_avtls000336362
039		9	_a201509030259 _bVLOAD _c201404300315 _dVLOAD _y201402041347 _zstaff
040			_aMX-SnUAN _bspa _cMX-SnUAN _erda
050		4	_aLC1051-1072
100	1		_aMockler, Nicole. _eautor _9312154
245	1	0	_aTeacher Professional Learning in an Age of Compliance : _bMind the Gap / _cby Nicole Mockler, Susan Groundwater-Smith.
264		1	_aDordrecht : _bSpringer Netherlands, _c2009.
300			_a150 páginas _brecurso en línea.
336			_atexto _btxt _2rdacontent
337			_acomputadora _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_aarchivo de texto _bPDF _2rda
490	0		_aProfessional Learning and Development in Schools and Higher Education ; _v2
500			_aSpringer eBooks
505	0		_aIntroduction: Current Problematics in Teacher Professional Learning -- How Did We Get Here? Historical Perspectives on Inquiry-Based Professional Learning -- Developing Courage -- Mode 3 Knowledge: What It Is and Why We Need It -- Inquiry as a Framework for Professional Learning: Interrupting the Dominant Discourse -- Reclaiming Quality -- What Is at Stake and What Is at Risk -- Who Pays the Piper? Agendas, Priorities and Accountabilities -- What Learning Community? A Knotty Problem -- Case Study: The Higher Degree -- The Coalition of Knowledge Building Schools -- Closing the Gap: Conclusion.
520			_aTeacher Professional Learning in an Age of Compliance: Mind the Gap examines ways in which practice-based inquiry in educational settings, in a number of different countries and contexts, can transcend current ways of working and thinking such that authentic professional learning is the result. The authors contend that education policy, under pressure from a number of quarters, is retreating into a standardized, audited, and backward-looking arena, with the advances of more progressive educational philosophy being rolled back. In an age where practitioner inquiry and action research have often been ‘hijacked’ for the purposes of broad-based policy implementation, this book offers a rationale for reclaiming the critical edge so fundamental to inquiry-based professional learning. It examines the potential of inquiry-based forms of teacher professional learning to contribute to the growth of professional knowledge for and about teachers’ work. The authors intend that the book will assist in building new forms of professional knowledge that go beyond the current compliance model – engineered from less enduring materials – to inform a new model with its foundations in a strong ethical and moral framework. They also believe that this new model, if implemented, will help to reverse today’s conservative educational trends and make teacher professional development a force for genuine progress once again. They have consciously moved away from the celebratory tone of much of the academic reporting of teacher professional learning, adopting instead a genuinely critical edge. In covering a wide range of policies and practices from across the international spectrum, they have allowed themselves the freedom to engage in serious epistemological arguments about the nature of professional knowledge, as well as how it is constructed and employed.
590			_aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700	1		_aGroundwater-Smith, Susan. _eautor _9312155
710	2		_aSpringerLink (Servicio en línea) _9299170
776	0	8	_iEdición impresa: _z9781402094163
856	4	0	_uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-1-4020-9417-0 _zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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999			_c284194 _d284194