Professional Learning
Series Editor:
J. John Loughran
J. John Loughran
Search for other papers by J. John Loughran in
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Search for other papers by J. John Loughran in
Current site
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This series purposely sets out to illustrate a range of approaches to Professional Learning and to highlight the importance of teachers and teacher educators taking the lead in reframing and responding to their practice, not just to illuminate the field but to foster genuine educational change.
Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to the Aquisitions Editor, John Bennett.
Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to the Aquisitions Editor, John Bennett.
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Self-Study and Diversity IIIInclusivity and Diversity in Teacher EducationVolume 23978-90-04-50521-6
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Taking a Fresh Look at EducationFraming Professional Learning in Education through Self-StudyVolume 21978-94-6300-869-3
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Self-Study and Diversity IIInclusive Teacher Education for a Diverse WorldVolume 20978-94-6300-534-0
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Teaching for Learning and Learning for TeachingPeer Review of Teaching in Higher EducationVolume 19978-94-6300-289-9
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Gender, Feminism, and Queer Theory in the Self-Study of Teacher Education PracticesVolume 17978-94-6209-686-8
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The Practice of Teachers' Professional DevelopmentA Cultural-Historical ApproachVolume 16978-94-6209-610-3
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Bridging between Research and PracticeSupporting Professional Development through Collaborative Studies of Classroom Teaching with TechnologyVolume 15978-94-6209-434-5
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The Professional Teacher EducatorRoles, Behaviour, and Professional Development of Teacher EducatorsVolume 13978-94-6209-518-2
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Understanding and Developing Science Teachers' Pedagogical Content Knowledge2nd EditionVolume 12978-94-6091-821-6
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Scientific Literacy Under the MicroscopeA Whole School Approach to Science Teaching and LearningVolume 11978-94-6091-528-4
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Processes of InquiryInservice Teacher Educators Research Their PracticeVolume 10978-94-6091-531-4
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Whose Learning is it?Developing Children as active and responsible learnersVolume 6978-90-8790-459-3
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Professional Care and VocationCultivating Ethical Sensibilities in TeachingVolume 5978-90-8790-300-8
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Dimensions of Professional LearningProfessionalism, Practice and IdentityVolume 3978-90-8790-125-7
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Understanding and Developing Science Teachers' Pedagogical Content KnowledgeVolume 1978-90-8790-365-7
Series Editor:
J. John Loughran, Monash University, Clayton, Australia
Editorial Board:
Anthony Clarke, University of British Columbia, Canada
Renee Clift, University of Arizona, USA
Donald Freeman, University of Michigan, USA
Ruth Kane, Ottawa University, Canada
Mieke Lunenberg, VU University, The Netherlands
Mo Ching Magdalena Mok, Hong Kong Institute of Education, Hong Kong
Max van Manen, University of Alberta, Canada
J. John Loughran, Monash University, Clayton, Australia
Editorial Board:
Anthony Clarke, University of British Columbia, Canada
Renee Clift, University of Arizona, USA
Donald Freeman, University of Michigan, USA
Ruth Kane, Ottawa University, Canada
Mieke Lunenberg, VU University, The Netherlands
Mo Ching Magdalena Mok, Hong Kong Institute of Education, Hong Kong
Max van Manen, University of Alberta, Canada
The series will be of interest to teachers, teacher educators and others in fields of professional practice as the context and practice of the pedagogue is the prime focus of such work. Professional Learning is closely aligned to much of the ideas associated with reflective practice, action research, practitioner inquiry and teacher as researcher.