Rosemary Clark & D.W. Livingstone 
Teacher Learning and Power in the Knowledge Society [PDF ebook] 

List of Figures and Tables; About the Authors; Acknowledgements; Introduction: Teacher Learning and Power in the Knowledge Society; Introduction; The NALL/WALL Teachers’ Project; Organization of Text; Section A: Comparative Perspectives on Professionals’
Work and Learning; Section B: Teachers’ Work and Learning; Section C: Implications and Applications; SECTION A: COMPARATIVE PERSPECTIVES ON PROFESSIONALS’ WORK AND LEARNING; 1. Teachers and Other Professionals: A Comparison of Professionals’ Occupational Requirements, Class Positions and Workplace Power; Introduction; Conventional Definitions; Review of Prior Research on Professional Work; Dimensions of Power over Work; Comparison of Specific Professional Occupations; Demographic Variables; Work Schedules; Professional Occupations’ Control of Entry; Control over Training for Professional Entry; Association Membership; Required Licensing; Professionalization and Workplace Power; Class Analysis of the General Labour Force; Class Analysis of Professional Occupations; Professional Classes and Workplace Power; Class Analysis of Specific Professional Occupations; Concluding Remarks; 2. Teachers’ and Other Professionals’ Learning Practices: A Comparative Analysis; Introduction; Review of Literature; Findings; Job-Related Informal Learning; Further Education and Professional Development Courses; Workplace Power and Further Education; Integration of Further Education and Informal Learning; Concluding Remarks; SECTION B: TEACHERS’ WORK AND LEARNING; 3. Overview of Teachers’ Work and Learning; Introduction; Teachers’ Work; Professional/ism: Autonomy, Power and Control of Teachers’ Work; Schooling Reform; Teacher Knowledge; Formal and Informal Learning;Professional Developmentl; New Teacher Induction; Conclusion; 4. Full-Time Teachers’ Learning: Engagements and Challenges; Introduction; Canadian Teachers’ Engagement with Learning; Formal Learning; Informal Learning; Teacher Perceptions of Changes in Working Conditions; Perceived Changes in Workload Levels; Teacher Stress; Inhibitors and Reactive Modes of Learning; Teachers’ Learning and ‘Autonomy’; Conclusions; 5. Occasional Teachers’ Job-Related Learning; Introduction; Occasional Teachers; Growth in the Contingent Teacher Workforce; Teacher Workforce Hierarchy; Occasional Teaching, Authority and Learning; Types of Occasional Teachers; Internationally Educated Teachers (IETs); Career Occasionals; Retirees Occasional Teachers’ Job-Related Learning: Formal and Informal; Formal Learning; Informal Learning; Teacher Workforce Hierarchy and Learning; Conclusion; 6. Beginning Teachers; Introduction; New Teacher Engagement in Formal Learning; New Teacher Engagement in Informal Learning; New Teacher Workload; New Teacher Stress at Work; New Teachers: Their Personal/Family Lives and Career Trajectories; Issues of Autonomy and Control for New Teachers; New Teachers: Possibilities for Innovative Learning Initiatives; SECTION C: IMPLICATIONS AND APPLICATIONS; 7. Professional Control and Professional Learning: Some Policy Implications; Introduction; The Canadian Context: A Strong Unionized, Yet Strictly Regulated, Profession; Education Reform Agendas; Teacher Power in the Face of Reform Agendas; Necessary Policy Changes to Foster Teacher Professional Learning;  We Need to Rethink Our Traditional Approaches to Formal Learning; We Need to Make Time During the Work Day for Informal, Ongoing Teacher Learning; Some Successful System-Wide Programs; The Ontario New Teacher Induction Program; The Teacher Learning and Leadership Program; 8. Case Study: Job-Embedded Learning for Beginning Teachers in the Toronto District School Board; Editors’ Note; Purposeand Goals of the Beginning Teachers Program; Beyond Survival: The Retention Myth; Strategies/Actions Taken; Levels of Support; Level 1: School-Based Mentoring; Level 2: Family of Schools Mentoring; Level 3: Central System Mentoring; Impact/Evidence/Results; Analysis: Personalization, Choice and Authenticity; Challenges and Learning; Summary of Evolution and Scope of TDSB Beginning Teachers Program; Conclusion: Reconsidering Teacher Learning and Power; Introduction; Teachers as Professionals and Professional Learners; Empowering Teachers for Greater Professional Learning; Appendix: Research Methodology; Who We Are; The Teacher Project Research Methods; National Survey Questionnaires; Time-Study Diaries; In-Depth Telephone Interviews; Focus Groups; Face-to-face Individual Interviews; Research Limitations; Endnotes; Bibliography.