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Book Chapter: Professional learning as a moral drive from critical discourse

TitleProfessional learning as a moral drive from critical discourse
Authors
KeywordsTeachers -- In-service training
Teacher development
Teachers’ sustainable learning
Issue Date2013
PublisherSpringer
Citation
Professional learning as a moral drive from critical discourse. In Zhu, X & Zeichner, K (Eds.), Preparing teachers for the 21st century, p. 263-279. Heidelberg: Springer, 2013 How to Cite?
AbstractThis chapter builds on comparative studies based on my edited book (Kwo O (2010a) Teachers as learners: a moral commitment. In: Kwo O (ed) Teachers as learners: critical discourse on challenges and opportunities. Hong Kong: Comparative Education Research Centre, The University of Hong Kong and Dordrecht, Springer, pp 313–333) which summarizes some challenges and opportunities in the major thrusts of what, where and how teachers can learn. While considering questions about the values and purposes underlying the push for teacher learning, I have found it necessary to reach beyond institutional and sectoral boundaries to re-visit the fundamentals of education in a quest for the meaning of morality. This chapter presents a broadening vision of professional learning as a moral drive that can be cultivated from critical discourse over sustainability of human values.
Persistent Identifierhttp://hdl.handle.net/10722/166008
ISBN

 

DC FieldValueLanguage
dc.contributor.authorKwo, OWY-
dc.date.accessioned2012-09-20T08:26:18Z-
dc.date.available2012-09-20T08:26:18Z-
dc.date.issued2013-
dc.identifier.citationProfessional learning as a moral drive from critical discourse. In Zhu, X & Zeichner, K (Eds.), Preparing teachers for the 21st century, p. 263-279. Heidelberg: Springer, 2013-
dc.identifier.isbn9783642369698 -
dc.identifier.urihttp://hdl.handle.net/10722/166008-
dc.description.abstractThis chapter builds on comparative studies based on my edited book (Kwo O (2010a) Teachers as learners: a moral commitment. In: Kwo O (ed) Teachers as learners: critical discourse on challenges and opportunities. Hong Kong: Comparative Education Research Centre, The University of Hong Kong and Dordrecht, Springer, pp 313–333) which summarizes some challenges and opportunities in the major thrusts of what, where and how teachers can learn. While considering questions about the values and purposes underlying the push for teacher learning, I have found it necessary to reach beyond institutional and sectoral boundaries to re-visit the fundamentals of education in a quest for the meaning of morality. This chapter presents a broadening vision of professional learning as a moral drive that can be cultivated from critical discourse over sustainability of human values.-
dc.languageeng-
dc.publisherSpringer-
dc.relation.ispartofPreparing teachers for the 21st century-
dc.subjectTeachers -- In-service training-
dc.subjectTeacher development-
dc.subjectTeachers’ sustainable learning-
dc.titleProfessional learning as a moral drive from critical discourse-
dc.typeBook_Chapter-
dc.identifier.emailKwo, OWY: wykwo@hkucc.hku.hk-
dc.identifier.authorityKwo, OWY=rp00914-
dc.identifier.doi10.1007/978-3-642-36970-4_16-
dc.identifier.hkuros207035-
dc.identifier.spage263-
dc.identifier.epage279-
dc.publisher.placeHeidelberg-
dc.customcontrol.immutableyiu 130925-

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