1st Edition
Theories of Professional Learning A Critical Guide for Teacher Educators
1. Introduction – an overview of recent development of theories of professional learning
2. Experiential Learning - Kolb
3. The Reflective Practitioner - Argyris and Schon
4. Pedagogical Content Knowledge - Shulman
5. Professional Knowledge and Competence - Eraut
6. Communities of Practice - Lave and Wenger
7. Cultural Historical Activity Theory - Engestrom
8. Conclusion
Biography
Carey Philpott was Professor of Teacher Education at Leeds Beckett University. Before this he worked at Oxford Brookes University, the University of Cumbria and the University of Strathclyde. Before working in Teacher Education, Carey was an English and Drama Teacher in secondary schools in Glasgow and London and a mentor for student teachers on PGCE courses. His research interests included teachers’ collaborative professional development, teachers as researchers, evidence-based teaching and the relationship between teachers’ learning and learning in the health professions.
Ian Menter (AcSS) is Professor of Teacher Education and Director of Professional Programmes in the Department of Education at the University of Oxford. He previously worked at the Universities of Glasgow, the West of Scotland, London Metropolitan, the West of England and Gloucestershire. Before that he was a primary school teacher in Bristol, England. His most recent publications include A Literature Review on Teacher Education for the 21st Century (Scottish Government) and A Guide to Practitioner Research in Education (Sage). His work has also been published in many academic journals.
This is not only a great read for teacher trainers, but there are many aspects of the book which are extremely relevant for teacher trainees to explore too. A wide range of theories are explored critically and clear links are made to the theory and practice relationship. The book provides a compact but detailed collection of a wide range of theories in a helpful and succinct way. It is truly a great book to have in your own personal library to refer back to, and it outlines the core principles of each theory clearly and accessibly. The text is extremely helpful and can be used to encourage trainees to develop their understanding of key theories and chapters can be useful starting points for discussions on theorists, the impact of their work in relation to the classroom and how these theories can be considered.
Lizana Oberholzer, NASBTT
