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Author:
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 160
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Author:
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 160
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Book Description
Author:
Publisher:
ISBN:
Category :
Languages : fr
Pages : 77
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Author: Council of Europe. Council for Cultural Co-operation
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 212
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Author: Gilles Ferry
Publisher: Editions L'Harmattan
ISBN: 2296321356
Category : Education
Languages : fr
Pages : 139
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Book Description
De quel trajet s'agit-il quand il est question de se former ? Et par quels cheminements le parcourir ? Gilles Ferry développe ici une réflexion sur la pédagogie de la formation qui, dans le cas particulier de la formation des enseignants, est une formation personnelle et professionnelle à l'accomplissement de l'acte d'enseignement. Il s'attache à saisir la visée fondatrice, sous-jacente ou explicite, qui organise un système de formation.
Author: Centre international d'études pédagogiques (France)
Publisher:
ISBN:
Category : Teachers
Languages : fr
Pages : 77
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Book Description
Author:
Publisher: Odile Jacob
ISBN: 2738183875
Category :
Languages : en
Pages : 258
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Author:
Publisher: Leipziger Universitätsverlag
ISBN:
Category :
Languages : en
Pages : 474
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Author: Joëlle Bolot
Publisher: Editions L'Harmattan
ISBN: 2296486886
Category : Education
Languages : fr
Pages : 168
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Book Description
Cet ouvrage collectif aborde la problématique de l'accompagnement professionnel dans le cadre d'un continuum de formation qui relève à la fois de la responsabilité des universités et du ministère de l'Education nationale. Il s'adresse aux concepteurs de formation et aux formateurs, impliqués dans la professionnalisation des enseignants du second degré et dans le développement professionnel des entrants dans le métier.
Author: Wout Ottevanger
Publisher: World Bank Publications
ISBN: 0821370715
Category : Education
Languages : en
Pages : 116
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Book Description
Developing Science, Mathematics and ICT (SMICT) in Secondary Education is based on country studies from ten Sub-Saharan African countries: Botswana, Burkina Faso, Ghana, Namibia, Nigeria, Senegal, South Africa, Uganda, Tanzania and Zimbabwe, and a literature review. It reveals a number of huge challenges in SMICT education in sub-Saharan Africa: poorly-resourced schools; large classes; a curriculum hardly relevant to the daily lives of students; a lack of qualified teachers; and inadequate teacher education programs. Through examining country case studies, this paper discusses the lessons for improvement of SMICT in secondary education in Africa.
Author: Peter Gilroy
Publisher: Routledge
ISBN: 1351627309
Category : Education
Languages : en
Pages : 506
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Book Description
In 2015, the Journal of Education for Teaching celebrated 40 years of original contributions on the subject of international teacher education with the publication of an anniversary virtual special issue. Its unique contribution to debates about the preparation and lifelong learning of teachers in a variety of fields, including medical education and language education, have been expressed in a variety of formats and international contexts. These include high quality academic papers using innovative qualitative and quantitative methodologies, symposia in the form of Platonic dialogues, and even critical positions expressed in verse. This virtual special issue was freely available online throughout 2015 but the strong demand for the papers has prompted their re-publication in this volume, with the addition of several more articles. Taken together, this collection will allow the reader to experience the variety of the dozen or so international contexts represented in the journal and its academic quality. Included in the volume is the original Editorial from the first issue of the journal. The fact that the points made in this forty-year-old piece still ring true suggests that the threats to high quality teacher education remain much the same as they did four decades or more ago. The Journal of Education for Teaching continues to provide an indispensable platform for colleagues to make their voices heard in what appears to be an increasingly shrill evidence-free environment. Long may it do so.
