This book makes unique contributions to the field of practice and understanding of job-embedded learning as it presents findings from seven dissertations that examined aspects of professional learning embedded in preK-12 schools.
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Sally J. Zepeda is a professor at the University of Georgia in the Department of Lifelong Education, Administration, and Policy where she teaches courses about school leadership, professional learning, instructional supervision, and teacher evaluation. She has written 30 books and countless articles on school leadership, succession planning, and the work of school and district leaders to support the instructional program.
This work by Sally Zepeda and her colleagues provides a significant addition to our knowledge base on teachers’ job-embedded learning. The four case studies, although focused on different settings and issues, provide powerful themes concerning how teachers’ identities influence their motivation to learn, their interpretations of job-embedded learning, and how such learning affects their practices and beliefs. The book sheds new light on how group accountability fosters intrinsic motivation,...
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