Handbook of Teacher Education - nieuw boek

EAN (ISBN-13): 9781402047725
ISBN (ISBN-10): 140204772X
Gebonden uitgave
pocket book
Verschijningsjaar: 2006
Uitgever: Springer Netherlands
756 Bladzijden
Gewicht: 1,610 kg
Taal: eng/Englisch

Boek bevindt zich in het datenbestand sinds 2007-05-28T00:52:15+02:00 (Amsterdam)
Detailpagina laatst gewijzigd op 2024-03-12T15:37:05+01:00 (Amsterdam)
ISBN/EAN: 9781402047725

ISBN - alternatieve schrijfwijzen:
1-4020-4772-X, 978-1-4020-4772-5
alternatieve schrijfwijzen en verwante zoekwoorden:
Auteur van het boek: education and change, bates, richard, asa larsson, may townsend, sue townsend
Titel van het boek: teacher education times change, time change, tea time, globalization, edition teacher, just standards, professionalism, the change handbook

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Gegevens van de uitgever

Auteur: Tony Townsend
Titel: Handbook of Teacher Education - Globalization, Standards and Professionalism in Times of Change
Uitgeverij: Springer; Springer Netherland
756 Bladzijden
Verschijningsjaar: 2006-07-12
Dordrecht; NL
Taal: Engels
329,99 € (DE)

BB; Hardcover, Softcover / Pädagogik/Bildungswesen; Lehrerausbildung; Verstehen; Evaluation; Service-Learning; e-learning; education; education policy; information; professional learning; teacher education; teacher preparation; Teaching and Teacher Education; International and Comparative Education; Bildungssysteme und -strukturen; EA; BC

Globalization and Diversity: Promise or Problem?.- Teacher Education in a New Millennium: Pressures and Possibilities.- Learning and Leading in a Globalized World: The Lessons from South Africa.- The Interplay between Culture, Teacher Professionalism and Teachers' Professional Development at Times of Change.- Partnerships for Progressing Cultural Democracy in Teacher Education in Pacific Island Countries.- The Treaty, the Institution and the Chalkface: An Institution-wide Project in Teacher Education.- Where have all the Teachers Gone? Gone to be Leaders, Everyone.- Standards and Accountability: What Does It Mean to be a Good Teacher and How Can We Make It Happen?.- Quality in Teacher Education: Seeking a Common Definition.- Standards and Professionalism: Peace Talks?.- Regulation and Autonomy in Teacher Education: System or Democracy?.- Globalisation and the Reshaping of Teacher Professional Culture: Do We Train Competent Technicians or Informed Players in the Policy Process?.- Academics' Perceptions of Private University Establishment Standards and Teaching Quality.- Teacher Preparation: Getting the Brightest and Making them the Best.- Mentoring in Teacher Education: An Experience that Makes a Difference for Fledgling University Students.- Exploring ‘Lifewide Learning’ as a Vehicle for Shifting Pre-service Teachers' Conceptions of Teaching and Learning.- Productive Pedagogies: Seeking a Common Vocabulary and Framework for Talking about Pedagogy with Pre-service Teachers.- From Performing to Performance: Can the Repositioning of Teacher Candidates Create a Measurable Impact on Children's Achievement While Developing Positive Teaching Dispositions?.- Maori Student Retention and Success: Curriculum, Pedagogy and Relationships.- The Effectiveness of TeacherPreparation Programs in Jordan: A Case Study.- Mentoring as the Key to a Successful Student Teaching Practicum: A Comparative Analysis.- Preparing Pre-service Teachers and Meeting the Diversity Challenge through Structured Service-learning and Field Experiences in Urban Schools.- Teaching Internships and the Learning Community.- Teacher Induction: From Neophyte To Professional in Three Easy Steps.- Workplace Contexts of New Teachers: An American Tradition of “Paying One's Dues”.- Re-thinking the Basis for “High Quality” Teaching: Teacher Preparation in Communities.- The Transition Process: The Early Years of Being a Teacher.- The Knowledge Building Community Program: A Partnership for Progress in Teacher Education.- Newly Qualified Teachers in Hong Kong: Professional Development or Meeting one's Fate?.- Meeting the Standard? The New Teacher Education Induction Scheme in Scotland.- Continuous Development of Teachers: The Challenge to Change.- Teacher Professional Learning, Teaching Practice and Student Learning Outcomes: Important Issues.- Defining the Meaning of Teacher Success in Hong Kong.- Networked Learning Communities: Joined up Working?.- Lesson study: An Opportunity for Teacher Led Professional Development.- An Alternative Approach to CPD: an Evaluation of the Impact on Individual and Institutional Development of an Action Learning Programme Run in Partnership by an HE institution (HEI) and a Sixth Form College (SFC).- Building Leadership Capability through Professional Development: A New Zealand Case Study Analysis.- A Case Study: The Dilemmas of Biculturalism in Education Policy and Visual Arts Education Practice in Aotearoa-New Zealand.- Professional Development through Transformation: Linking Two Assessment Models of Teachers' Reflective Thinking andPractice.- Action Research and Tacit Knowledge: A Case of the Project Approach.- The Impact of a Collaborative Model for Curriculum Restructuring on Teachers' Professional Growth.- Teacher Educators' Collaborative Inquiry in a Context of Educational Innovation in China — A Case Study of Rich as a Learning Community.- The Reflective Practitioner: The Way Forward.- Participation and the Question of Knowledge.- Understanding the Social Self: The Role and Importance of Reflexivity in Schoolteachers' Professional Learning.- Teachers as Leaders: Building a Knowledge Base of Practice through Researching Practice.- School Reform and Transitions in Teacher Professionalism and Identity.- Teachers Engaging in Research as Professional Development.- The Impact of Technology: Tool of the Trade or the Terror for Teachers?.- ICTs and Tomorrow's Teachers: Informing and Improving the ICT Undergraduate Experience.- Webfolios: Authentic of State and Accreditation Standards.- Collaborative Online Projects in a Global Community.- Creating Thinking Professionals: Teaching and Learning about Professional Practice Using Interactive Technology.- The Complexities of Learning to Teach: “Just What Is It That I Am Doing?”.- Pre-Service Teachers Self-perceptions of ICTE: An Australian Perspective.