Teacher Learning That Matters

Mary Kooy is an Associate Professor in the Department of Curriculum, Teaching and Learning and Director of the Centre for Teacher Education and Development at the Ontario Institute for Studies in Education of the University of Toronto in Canada.Klaas van Veen is an Associate Professor at ICLON Graduate School of Teaching, Leiden University in the Netherlands, where he is involved in the teacher education program and research.

'Teaching learning that matters is an excellent resource for academics, teacher educators and those researching this area. This is a serious tome which would reward reading either its entirety or just chapters of particular interest. It is very well written and extremely well edited, and I applaud the editors and contributors for providing such a rich perspective on this diverse and challenging subject.' - Mike Calvert, York St John's University, UK - Journal of Education for Teaching 'Teacher Learning that Matters helps to undermine "silver bullet" ideas of professional development, and pushes our field towards a more complex and much needed view of teacher learning in the coming decades.' —Teachers College Record'In an ever changing world, reform of education is the norm. This implies continuous teacher learning. This volume brings together a range of perspectives on teacher learning, and addresses cognitive as well as social aspects of teacher learning. In particular, the book demonstrates how teacher learning is situated in the structures and cultures of their school practice, and how, in that context, the relationships between teachers, and between teachers and school leaders, teacher educators, and students, are pivotal to bring about teacher learning that matters.' - Jan van Driel, Leiden University, the Netherlands.

• Preface: Introducing the Landscapes of Teacher Learning That Matters. Section 1: Orienting the Way on the Landscape 1. What Makes Teacher Professional Development Effective? A Literature Review Klaas van Veen, Rosanne Zwart and Jacobiene Meirink 2. Professional Community and Professional Development in the Learning-Centered School Judith Warren Little Section 2: Perspectives for Teacher Learning in Multiple Contexts 3. Professional Learning: Creating Conditions for Developing Knowledge of Teaching John Loughran 4. A Multi-Metaphorical Model for Teacher Knowledge and Teacher Learning John Wallace and Judith Mulholland 5. The Transformative Potential of Teacher and Student Voices: Reframing Relationships for Learning Mary Kooy and Dana Colarusso 6. Professional Development Through a Teacher-as-Curriculum Maker Lens Cheryl Craig Section 3: Foundations for Developing the Self in Teacher Learning 7. Promoting Quality from Within: A New Perspective on Professional Development in Schools Saskia Attema-Noordewier, Fred Korthagen and Rosanne Zwart 8. Critical Moments as Heuristics to Transform Learning and Teacher Identity Paulien C. Meijer and Helma W. Oolbekkink 9. Writing and Professional Learning: A "Dialogic Interaction" Graham Parr and Brenton Doecke 10. Exploring Discursive Practices of Teacher Learning in a Cross-Institutional Professional Community in China Issa Danjun Ying Section 4: Professional Learning for Teacher Practice 11. Partnerships for Professional Renewal: The Development of a Masters Program for Teacher Professional Learning Helen Mitchell and Alex Alexandrou 12. Open-Ended Scientific Inquiry in a Non-Formal Setting: Cognitive, Affective and Social Aspects of In-Service Elementary Teachers’ Development Stella Hadjiachilleos and Lucy Avraamidou 13. From Concept to School Practice: Professional Learning for Sustainable Change in the Primary Science Classroom Pernilla Nilsson Section 5: Stepping Back by Stepping In: Re-Viewing the Landscape 14. Stepping Back and Stepping In: Concluding Thoughts on the Landscapes of Teacher Learning That Matters Klaas van Veen and Mary Kooy