2003, ISBN: 9781402036996
This book presents some highlights from the deliberations of the 2003 conference of the International Study Association on Teachers and Teaching (ISATT). Part 1 presents the five keynote … Meer...
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2003, ISBN: 9781402036996
This book presents some highlights from the deliberations of the 2003 conference of the International Study Association on Teachers and Teaching (ISATT). Part 1 presents the five keynote … Meer...
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2005, ISBN: 9781402036996
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2005, ISBN: 9781402036996
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2005, ISBN: 9781402036996
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2003, ISBN: 9781402036996
This book presents some highlights from the deliberations of the 2003 conference of the International Study Association on Teachers and Teaching (ISATT). Part 1 presents the five keynote … Meer...
Douwe Beijaard; Pauline C. Meijer; Greta Morine-Dershimer; Tillema Harm:
Teacher Professional Development in Changing Conditions - nieuw boek2003, ISBN: 9781402036996
This book presents some highlights from the deliberations of the 2003 conference of the International Study Association on Teachers and Teaching (ISATT). Part 1 presents the five keynote … Meer...
2005
ISBN: 9781402036996
eBooks, eBook Download (PDF), Auflage, [PU: Springer-Verlag], [ED: 1], Springer-Verlag, 2005
2005, ISBN: 9781402036996
eBooks, eBook Download (PDF), 2005, [PU: Springer Netherland], Springer Netherland, 2005
2005, ISBN: 9781402036996
2005, eBook Download (PDF), eBooks, [PU: Springer Netherland]
Bibliografische gegevens van het best passende boek
auteur: | |
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ISBN: |
Gedetalleerde informatie over het boek. - Teacher Professional Development in Changing Conditions
EAN (ISBN-13): 9781402036996
ISBN (ISBN-10): 140203699X
Verschijningsjaar: 2005
Uitgever: Springer-Verlag
369 Bladzijden
Taal: eng/Englisch
Boek bevindt zich in het datenbestand sinds 2008-04-01T04:42:40+02:00 (Amsterdam)
Detailpagina laatst gewijzigd op 2023-03-05T12:23:51+01:00 (Amsterdam)
ISBN/EAN: 9781402036996
ISBN - alternatieve schrijfwijzen:
1-4020-3699-X, 978-1-4020-3699-6
alternatieve schrijfwijzen en verwante zoekwoorden:
Auteur van het boek: harm, morin, ders, jan meijer
Titel van het boek: professional development, conditions
Gegevens van de uitgever
Auteur: Douwe Beijaard; Pauline C. Meijer; Greta Morine-Dershimer; Tillema Harm
Titel: Teacher Professional Development in Changing Conditions
Uitgeverij: Springer; Springer Netherland
364 Bladzijden
Verschijningsjaar: 2005-12-12
Dordrecht; NL
Gedrukt / Gemaakt in
Taal: Engels
149,79 € (DE)
154,00 € (AT)
177,00 CHF (CH)
Available
VIII, 364 p.
EA; E107; eBook; Nonbooks, PBS / Pädagogik; Pädagogik; Verstehen; education; professional learning; teacher education; teacher learning; A; Education, general; Teaching and Teacher Education; Education; Teaching and Teacher Education; Education; Lehrerausbildung; BB
Introductory chapter: Trends and Themes in Teachers’Working and Learning Environment Part I: Perspectives on Knowledge, Context and Learning by Teachers. Knowledge Construction and Learning to Teach about Teaching. Shifting Stories to Live by: Interweaving the personal and professional in teachers’ lives. The Crucible of the Classroom: A learning environment for teachers or a site of crucifixion? Practice, Theory, and Person in Life-Long Professional Learning. New Methods and Perspectives on Teacher Evaluation: Who evaluates what and for which purposes? Part 2: Knowledge Construction and Learning to Teach. Analyzing Teacher Knowledge in its Interactional Positioning. Reconstructing Knowledge-in-Action: Learning from the authority of experience as a first-year teacher. Revisiting Teaching Archetypes: Re-conceptualising student teachers’ lay theories and identities. Developing Science Teachers’ Knowledge on Models and Modelling. It’s about Time: Issues of time in knowledge construction for preservice and practising teachers in school context. Part 3: Perspectives on Teachers’ Personal and Professional Lives. The Authentic Teacher. The Impact of Program Adoption on Teachers’ Professional Lives. Comprehensive Development of Teachers Based on In-depth Portraits of Teacher Growth. Reconstructing Teacher Identity through Efficacy for Community Engagement. The Dichotomy between Large-Scale Reform Rhetoric and the Perceptions of School-based Practitioners. Part 4: Teachers’ Workplace as Context for Learning. Learning from ‘Interpreted’ Work Contexts: Planned educational change and teacher development. What Do We Mean by Career-Long Professional Growth and how Can We Get It? Resiliency, Resistance and Persistence to Be an Urban Teacher: Creating standards that respond to the context of knowledge construction and learning to teach about teaching. Design and MethodologicalIssues Related to Research on Partnerships between Teacher Education Institutions and Schools. Teachers’ Perception of Their Professional Autonomy in the Environment of Systemic Change. List of ContributorsAndere boeken die eventueel grote overeenkomsten met dit boek kunnen hebben:
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