Teacher Thinking, Beliefs and Knowledge in Higher Education PDF Download
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Author: N. Hativa
Publisher: Springer Science & Business Media
ISBN: 9401005931
Category : Education
Languages : en
Pages : 367
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Book Description
This volume addresses the important problem of understanding good university teaching, and focuses on the thinking, beliefs, and knowledge, which accompany teachers' actions. It is the first book to address this area and it promises to become a landmark volume in the field - helping us to understand a complex area of human activity and improve both teaching and learning. It is for education researchers, staff/faculty developers and educational developers.
Author: N. Hativa
Publisher: Springer Science & Business Media
ISBN: 9401005931
Category : Education
Languages : en
Pages : 367
Get Book
Book Description
This volume addresses the important problem of understanding good university teaching, and focuses on the thinking, beliefs, and knowledge, which accompany teachers' actions. It is the first book to address this area and it promises to become a landmark volume in the field - helping us to understand a complex area of human activity and improve both teaching and learning. It is for education researchers, staff/faculty developers and educational developers.
Author: Judith Lloyd Yero
Publisher: Mindflight Publishing
ISBN:
Category : Education
Languages : en
Pages : 296
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Book Description
Although teachers are recognized as one of the most important factors in the effective education of children, much of the power they possess remains unexamined. Teaching in Mind offers teachers a variety of ways to explore their own beliefs, values, meanings, metaphors, and presuppositions that often result in conflict in an educational setting. It helps teachers reflect on and evaluate their thinking, envision their ideal classroom, and select teaching methods to support their vision. Teaching in Mind encourages teachers to value their own expertise and to take their place as leaders in educational improvement.
Author: James Raths
Publisher: IAP
ISBN: 1607529653
Category : Education
Languages : en
Pages : 214
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Book Description
This volume of Advances in Teacher Education is about beliefs held by teachers and addresses the important topic of teacher beliefs from a variety of disciplinary perspectives. Most of the authors who have contributed to this collection of essays assume that beliefs are propositions that are felt to be true by the person embracing them, but that do not necessarily rest on the kind of evidence that justifies the use of the term “knowledge.” Teacher beliefs are an important topic because it is hypothesized that teachers and teacher candidates use them to shape the information they receive from formal teacher preparation and to direct subsequent decision-making in the classroom.
Author: N. Hativa
Publisher: Springer Science & Business Media
ISBN: 9401009023
Category : Education
Languages : en
Pages : 380
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Book Description
This book identifies strategies that are consistently associated with good teaching and presents them within a theoretical framework that explains how they promote students' active and meaningful learning. The book promotes teachers' pedagogical knowledge and their perception of teaching as scholarly, intellectual work, and provides extensive practical advice.
Author: James Calderhead
Publisher: Routledge
ISBN: 0415698820
Category : Education
Languages : en
Pages : 258
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Book Description
This is a companion volume to the editors' Insights into Teachers' Thinking and Practice (Falmer Press, 1999) and seeks to carry the discussion on further illustrating that there is a continuing intensity of thought, activity and debate on how to conceptualise research on teacher thinking, and thus generate knowledge for further understanding and action. The ethical questions on undertaking research on the inner lives of teachers remain unresolved. The international team present chapters which investigate the relationship between the researcher and the researched, and the relevance and role of research in teacher development. The papers are not presented as 'best practice' for such definitions would be inevitably value laden. Rather, they are indications and anticipations of key areas for the development of understanding of teachers' thinking and actions in the 1990s.
Author: Heather Fry
Publisher: Routledge
ISBN: 1134109105
Category : Education
Languages : en
Pages : 544
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Book Description
First published in 2008. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Dominic Upton
Publisher: John Wiley & Sons
ISBN: 9781444320749
Category : Psychology
Languages : en
Pages : 328
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Book Description
This ground-breaking book is the first to address the learning andteaching issues associated with psychology in Higher Education inthe UK and Europe Presents effective, evidence-based practice and advice for bothexperienced and new lecturers Covers challenging areas of psychology teaching, such asresearch methods and statistics, supervision of research projectsand management of online learning Relevant for European Universities aligning with the BolognaDeclaration
Author: Knight, Peter
Publisher: McGraw-Hill Education (UK)
ISBN: 0335209319
Category : Education
Languages : en
Pages : 257
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Book Description
Being A Teacher in Higher Education draws extensively on research literatures to give detailed advice about the core business of teaching: instruction, learning activities, assessment, planning and getting good evaluations. It offers hundreds of practical suggestions in a collegial rather than didactic style.
Author: Seymour A Papert
Publisher: Basic Books
ISBN: 154167510X
Category : Education
Languages : en
Pages : 256
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Book Description
In this revolutionary book, a renowned computer scientist explains the importance of teaching children the basics of computing and how it can prepare them to succeed in the ever-evolving tech world. Computers have completely changed the way we teach children. We have Mindstorms to thank for that. In this book, pioneering computer scientist Seymour Papert uses the invention of LOGO, the first child-friendly programming language, to make the case for the value of teaching children with computers. Papert argues that children are more than capable of mastering computers, and that teaching computational processes like de-bugging in the classroom can change the way we learn everything else. He also shows that schools saturated with technology can actually improve socialization and interaction among students and between students and teachers. Technology changes every day, but the basic ways that computers can help us learn remain. For thousands of teachers and parents who have sought creative ways to help children learn with computers, Mindstorms is their bible.
Author: Carol Evans
Publisher: Routledge
ISBN: 1134921713
Category : Education
Languages : en
Pages : 140
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Book Description
This book highlights important discussions occurring within the styles field that have direct relevance for the development of effective twenty-first century learning environments. Styles research in this context is used as an umbrella term to encompass cognitive styles, learning styles, and approaches to learning, as well as student and teacher beliefs and conceptions of learning and teaching. Styles have the capacity to influence instruction in the ways that an educator chooses to design and deliver the curriculum. However, the potential of styles to inform teaching and learning, and vice-versa remains under-explored. Furthermore, the frequent misuse and misinterpretation of styles has led to over simplistic assumptions and practices including the labelling of learners as one style or another and the focus on matching mode of instruction to style of learner. A fundamental challenge, therefore, remains the dissemination of clear guidance on the effective ways of using styles research in practice; this is the core aim of the Education, Learning, Styles, Individual differences Network, whose members have contributed chapters to this book. The volume provides a major contribution to the knowledge base on enhancing the application of styles research to practice within both educational and workplace settings and is of considerable value to those involved in the design and delivery of effective learning environments within higher education. Relationships between styles variables and other individual learning differences are considered across a range of subject domains (medicine, science, teacher education) and cultural contexts. The key themes discussed include the potential of constructivist environments to effect change in learning behaviours; the notion of deep approaches to learning; relationships between approaches to learning and self-regulated learning; the varied learning and teaching responses of students/teachers to specific constructivist interventions including the identification of specific patterns of responses that are characteristic of highlighted groups; relationships between conceptions and approaches to learning and teaching This book was originally published as a special issue of Research Papers in Education.
