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Author: Gerard Doetjes
Publisher: Springer Nature
ISBN: 3658437219
Category :
Languages : en
Pages : 271
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Book Description
Author: Gerard Doetjes
Publisher: Springer Nature
ISBN: 3658437219
Category :
Languages : en
Pages : 271
Get Book Here
Book Description
Author: Julia Hüttner
Publisher: Multilingual Matters
ISBN: 1847695272
Category : Foreign Language Study
Languages : en
Pages : 277
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Book Description
This volume addresses the complex issues surrounding language teacher education, especially in EFL, and the development of professionalism in this field. By applying such concepts as Shulman's "pedagogical content knowledge", the development of teachers' knowledge base is investigated in a variety of settings, thus underpinning the contextual nature of teacher learning. The vital role of critical reflection at all stages of teacher development is shown to be an integral part of language teachers' knowledge constructions in areas such as pedagogical grammar, assessment and testing. The contributions shed light also on the perception and development of teacher expertise. This volume sets out to bridge the gap between theory and practice, and in so doing shows that these constructs are far from monolithic. Rather, both theory and practice are created and developed dynamically in close interrelation.
Author: John Loughran
Publisher: Springer
ISBN: 9811003661
Category : Education
Languages : en
Pages : 585
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Book Description
The International Handbooks of Teacher Education cover major issues in the field through chapters that offer detailed literature reviews designed to help readers to understand the history, issues and research developments across those topics most relevant to the field of teacher education from an international perspective. This volume is divided into two sections: The organisation and structure of teacher education; and, knowledge and practice of teacher education. The first section explores the complexities of teacher education, including the critical components of preparing teachers for teaching, and various aspects of teaching and teacher education that create tensions and strains. The second examines the knowledge and practice of teacher education, including the critical components of teachers’ professional knowledge, the pedagogy of teacher education, and their interrelationships, and delves into what we know and why it matters in teacher education.
Author: Linda Darling-Hammond
Publisher: John Wiley & Sons
ISBN: 1118429435
Category : Education
Languages : en
Pages : 282
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Book Description
Powerful Teacher Education describes the strategies, goals, content, and processes of seven highly successful and long-standing teacher education programs - Alverno College, Bank Street College, Trinity University, University of California, Berkeley, University of Southern Maine, University of Virginia, and Wheelock College. All these colleges and universities have succeeded in preparing teachers to teach diverse learners to achieve high levels of performance and understanding. In discussing the common features of these programs, Linda Darling-Hammond shows what outstanding teacher education models do and how they do it, and what their graduates accomplish as a result. Powerful Teacher Education also examines the policies, organizational features, resources, and relationships that have enabled these programs to succeed.
Author: Ida K. Riksaasen Hatlevik
Publisher: Taylor & Francis
ISBN: 104001531X
Category : Education
Languages : en
Pages : 248
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Book Description
This Norwegian-led, internationally relevant edited collection provides new insights into the transformation of teacher education programmes of the future by collating novel and cutting-edge innovations gleaned from ProTed, the Centre for Professional Learning in Teacher Education in Norway. Presenting research findings from a 10-year funded period of innovation and practice, the book discusses the implementation and dissemination of successful innovations to other teacher education institutions, both national and international. Led by direct experiences combined with empirical results, chapters explore a variety of methods that promote best practice within universities and higher education programmes. These include the progression and coherence in programme design, the relationship and partnerships between university campus and schools, teachers’ professional identities and communities, integrated teacher education, and the advantages of using video technology in teaching practice for a digital future. Ultimately serving as a useful tool for research-based knowledge to inform policy development, this book will be of interest to researchers, scholars, and postgraduate students in teacher education, higher education, and teacher reform more broadly. Those interested in research design will also find the book useful.
Author: Karen E. Johnson
Publisher: Routledge
ISBN: 113692406X
Category : Education
Languages : en
Pages : 398
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Book Description
Embracing a sociocultural perspective on human cognition and employing an array of methodological tools for data collection and analysis, this volume documents the complexities of second language teachers’ professional development in diverse L2 teacher education programs around the world, including Asia, South America, Europe, and North America, and traces that development both over time and within the broader cultural, historical and institutional settings and circumstances of teachers’ work. This systematic examination of teacher professional development illuminates in multiple ways the discursive practices that shape teachers’ knowing, thinking, and doing and provides a window into how alternative mediational means can create opportunities for teachers to move toward more theoretically and pedagogically sound instructional practices within the settings and circumstances of their work. The chapters represent both native and nonnative English speaking pre-service and in-service L2 teachers at all levels from K-12 through higher education, and examine significant challenges that are present in L2 teacher education programs.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 384
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Book Description
Author: Barbara Clarke
Publisher: Springer Science & Business Media
ISBN: 0387096698
Category : Education
Languages : en
Pages : 311
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Book Description
Tasks in Primary Mathematics Teacher Education is intended to advance relevant research and innovative international practices in the preparation and professional development of mathematics teachers. Emerging from discussion at the ICMI study on teacher professional development, this volume, focused on primary and elementary teachers, culls a richness that can only be found by gathering wisdom from varied experiences around the world. The choice of tasks, and the associated pedagogies, is a key aspect of teaching and learning mathematics. Arguing that what students learn is largely defined by the tasks they are given, several major themes are presented. One such major strand, the form, function and focus of tasks, is discussed throughout several chapters, offering analysis, discussion of implementation, and exemplars of a broader category of illustrative techniques for developing critical understanding.
Author: Viv Ellis
Publisher: Routledge
ISBN: 1135281556
Category : Education
Languages : en
Pages : 342
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Book Description
Teachers, both in and beyond teacher education programmes, are continual learners. As society itself evolves, new settings and the challenges they provide require new learning. Teachers must continually adapt to new developments that affect their work, including alterations to qualification systems, new relationships with welfare professionals, and new technologies which are reconfiguring relationships with pupils. Cultural-Historical Perspectives on Teacher Education and Development is an international volume which clarifies the purpose of initial (pre-service) teacher education and continuing professional development, and the role of universities and higher education personnel in these processes. An edited collection of chapters by leading researchers from the UK, the US and Europe, it gains coherence from its theoretical orientation and substantive focus on teacher learning. This book: demonstrates the contribution of sociocultural and cultural-historical activity theory (CHAT) towards our understandings of teacher learning offers a strong exemplification of a research focus on teachers as learners in specific sociocultural settings shows what teachers learn, how they learn and where they learn, using specific research examples, in the context of broader interests in the development of professional practice and professional education. As the only volume now available that applies CHAT principles to teacher education and learning, Cultural-Historical Perspectives on Teacher Education and Development will be highly useful for teachers and teacher educators undertaking postgraduate and doctoral studies, particularly in the area of professional learning and development. It will also be of relevance to the continuing development of teachers and other school-based professionals.
Author: Vasileios Symeonidis
Publisher: Routledge
ISBN: 1000260127
Category : Education
Languages : en
Pages : 257
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Book Description
This book explores the phenomenon and process of Europeanisation in the field of teacher education. Drawing on comparative case studies in Austria, Greece and Hungary, it examines empirical data and analyses key themes around the continuum of teacher education, the development of teacher competence frameworks, and the support to teacher educators. The book is the first of its kind to systematically research the landscape of European teacher education, exploring the interactions between national and European influences in the trajectory of teacher education policy and practice. Chapters offer an original and in-depth understanding of European influences that draw on evidence from policy documents and interviews with relevant stakeholders. It argues that teacher education systems are being Europeanised, although at different speeds and directions for each country. Factors such as the socio-political and economic contexts, historical traits and policy actors’ preferences at both national and institutional levels determine the translation process. This book will be of great interest for academics, educational researchers, practitioners and policymakers in Europe and beyond, informing wider discussions about the emerging European context in teacher education, education policy and what it means to be a European teacher.
