Companion to Research in Teacher Education
-15%
portes grátis
Companion to Research in Teacher Education
Cowie, Bronwen; Menter, Ian; Peters, Michael A.
Springer Verlag, Singapore
05/2017
850
Dura
Inglês
9789811040733
15 a 20 dias
1466
Descrição não disponível.
1 Introduction.- Section 1 Becoming a Teacher: Teacher Education and Professionalism.- 2 Developing the thoughtful practitioner.- 3 Variations in the Conditions for Teachers' Professional Learning and Development: Teacher Development, Retention and Renewal over a Career.- 4 Clinical Praxis Exams: Linking Academic Study with Professional Practice Knowledge.- 5 A role of doing philosophy in a Humanistic approach to teacher education.- 6 The development of accomplished teaching.- Section 2 Initial Teacher Education.- 7 Towards a principled approach for school-based teacher educators: Lessons from research.- 8 The Strathclyde Literacy Clinic: Developing student teacher values, knowledge and identity as inclusive practitioners.- 9 You teach who you are until the Government comes to Class: A study of 28 Literacy teacher educators in four countries.- 10 Clinical Practice in Education: Towards a Conceptual Framework.- 11 Initial Teacher Education in Ireland: A Case Study.- 12 Doing harm to educational knowledge: The struggle over teacher education in Sweden and Norway.- 13 The pre-service education of disability pedagogues in Norway: Maximising social pedagogic ambition.- Section 3 Teacher Education, Partnerships and Collaboration.- 14 Repositioning, embodiment and the experimental space: Refiguring student-teacher partnerships in teacher education.- 15 Redesigning Authentic Collaborative Practicum Partnerships: Learnings from case studies form two New Zealand Universities.- 16 Researching the intersection of program supervision and field placements: Interactional Ethnographic telling cases of reflexive decision-making process.- 17 Networked teaching and learning for life-long professional development.- 18 Teacher agency and professional learning communities: What can learning rounds in Scotland teach us?.- 19 Supporting mentoring and assessment in practicum settings: A new professional development approach for school-based teacher educators.- 20 The possibilities for practitioner and organizational learning offered by a school-university research partnership.- 21 A QUEST for sustainable continuing professional development.- Section 4 Global Education Reform and Teacher Education.- 22 Teachers, curriculum and the neoliberal imaginary of education.- 23 Re-casting teacher effectiveness approaches to teacher education.- 24 The paradox of teacher agency in a glocalised world.- 25 The Marketization of Teacher Education: Threat or Opportunity?.- 26 Postfeminist Educational Media Panics, Girl Power and the Problem/Promise of 'Successful Girls'.- 27 Helping teachers and school leaders to become extra-critical of global education reform.- Section 5 Teacher Education as a Public Good.- 28 Quality of Education and the Poor: Constraints on Learning.- 29 The Future of Teacher Education: Evidence, Competence or Wisdom?.- 30 Attracting, preparing and retaining teachers in high need areas: A science as inquiry model of teacher education.- 31 Teacher education, researchand migrant children.- 32 Reforming teacher education in England: 'An economy of discourses of truth'.- 33 Teacher educators' responsibility to prepare candidates for classroom realities.- 34 Complexity and Learning: Implications for Teacher Education.- 35 The prevailing logic of teacher education: Privileging the practical in Australia, England and Scotland.- Section 6 Research, Institutional Evaluation and Evidence-based Research.- 36 On the role of philosophical work in research in teacher education.- 37 Relational Expertise: A cultural-historical approach to teacher education.- 38 Researching teacher education policy: A case study from Scotland.- 39 Researching practice as education and reform.- 40 Representing teaching within high-stakes teacher performance assessments.- 41 Research and the undermining of teacher education.- 42 The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education.- 43 The place of research in teacher education? An analysis of the Australian Teacher Education Ministerial Advisory Group report Action Now: Classroom Ready Teachers.- 44 Educating the educators: Policies and initiatives in European teacher education.- 45 Making connections in the UK and Australia: Research, teacher education and educational improvement.- Section 7 Pedagogy in Action.- 46 'If I could not make a difference why would I be a teacher?' Teaching English as an Additional Language and the quest for social justice.- 47 Imperatives for Teacher Education: Findings from Studies of Effective Teaching and English Language Learners.- 48 University coursework and school experience: The challenge to amalgamate learning.- 49 Co-configuring Design Elements and Quality Aspects in Teacher Education: A Research Agenda.- 50 Theorising teacher practice with technology: Implications for teacher education research.- 51 Capturing Science PCK through Students' experiences.- 52 Teacher sense-making in school based curriculum development through critical collaborative professional enquiry.- 53 Flows of knowledge in teaching teams: A collaborative approach to research in early childhood education.- 54 Conquering content: A key to promoting self-efficacy in primary science teaching.- 55 Mentoring of Newly Qualified Teachers in the Educational Sense.- 56 Building Teacher Confidence in Inquiry and Assessment: Experiences from a pan-European collaboration.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Accountability and Teacher Preparation;Corporate management of education;Critical-emancipatory models;Global Education Reform;Mentoring of student teachers;Partnership arrangements;Privatisation of teacher education;Reflective practice;School Governance;Standardization of education;Teacher Professional Learning;University-led teacher education;curriculum convergence;inclusive education;placement and practicum;professional education;professional practice knowledge;teacher education;teacher educators;teaching standards
1 Introduction.- Section 1 Becoming a Teacher: Teacher Education and Professionalism.- 2 Developing the thoughtful practitioner.- 3 Variations in the Conditions for Teachers' Professional Learning and Development: Teacher Development, Retention and Renewal over a Career.- 4 Clinical Praxis Exams: Linking Academic Study with Professional Practice Knowledge.- 5 A role of doing philosophy in a Humanistic approach to teacher education.- 6 The development of accomplished teaching.- Section 2 Initial Teacher Education.- 7 Towards a principled approach for school-based teacher educators: Lessons from research.- 8 The Strathclyde Literacy Clinic: Developing student teacher values, knowledge and identity as inclusive practitioners.- 9 You teach who you are until the Government comes to Class: A study of 28 Literacy teacher educators in four countries.- 10 Clinical Practice in Education: Towards a Conceptual Framework.- 11 Initial Teacher Education in Ireland: A Case Study.- 12 Doing harm to educational knowledge: The struggle over teacher education in Sweden and Norway.- 13 The pre-service education of disability pedagogues in Norway: Maximising social pedagogic ambition.- Section 3 Teacher Education, Partnerships and Collaboration.- 14 Repositioning, embodiment and the experimental space: Refiguring student-teacher partnerships in teacher education.- 15 Redesigning Authentic Collaborative Practicum Partnerships: Learnings from case studies form two New Zealand Universities.- 16 Researching the intersection of program supervision and field placements: Interactional Ethnographic telling cases of reflexive decision-making process.- 17 Networked teaching and learning for life-long professional development.- 18 Teacher agency and professional learning communities: What can learning rounds in Scotland teach us?.- 19 Supporting mentoring and assessment in practicum settings: A new professional development approach for school-based teacher educators.- 20 The possibilities for practitioner and organizational learning offered by a school-university research partnership.- 21 A QUEST for sustainable continuing professional development.- Section 4 Global Education Reform and Teacher Education.- 22 Teachers, curriculum and the neoliberal imaginary of education.- 23 Re-casting teacher effectiveness approaches to teacher education.- 24 The paradox of teacher agency in a glocalised world.- 25 The Marketization of Teacher Education: Threat or Opportunity?.- 26 Postfeminist Educational Media Panics, Girl Power and the Problem/Promise of 'Successful Girls'.- 27 Helping teachers and school leaders to become extra-critical of global education reform.- Section 5 Teacher Education as a Public Good.- 28 Quality of Education and the Poor: Constraints on Learning.- 29 The Future of Teacher Education: Evidence, Competence or Wisdom?.- 30 Attracting, preparing and retaining teachers in high need areas: A science as inquiry model of teacher education.- 31 Teacher education, researchand migrant children.- 32 Reforming teacher education in England: 'An economy of discourses of truth'.- 33 Teacher educators' responsibility to prepare candidates for classroom realities.- 34 Complexity and Learning: Implications for Teacher Education.- 35 The prevailing logic of teacher education: Privileging the practical in Australia, England and Scotland.- Section 6 Research, Institutional Evaluation and Evidence-based Research.- 36 On the role of philosophical work in research in teacher education.- 37 Relational Expertise: A cultural-historical approach to teacher education.- 38 Researching teacher education policy: A case study from Scotland.- 39 Researching practice as education and reform.- 40 Representing teaching within high-stakes teacher performance assessments.- 41 Research and the undermining of teacher education.- 42 The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education.- 43 The place of research in teacher education? An analysis of the Australian Teacher Education Ministerial Advisory Group report Action Now: Classroom Ready Teachers.- 44 Educating the educators: Policies and initiatives in European teacher education.- 45 Making connections in the UK and Australia: Research, teacher education and educational improvement.- Section 7 Pedagogy in Action.- 46 'If I could not make a difference why would I be a teacher?' Teaching English as an Additional Language and the quest for social justice.- 47 Imperatives for Teacher Education: Findings from Studies of Effective Teaching and English Language Learners.- 48 University coursework and school experience: The challenge to amalgamate learning.- 49 Co-configuring Design Elements and Quality Aspects in Teacher Education: A Research Agenda.- 50 Theorising teacher practice with technology: Implications for teacher education research.- 51 Capturing Science PCK through Students' experiences.- 52 Teacher sense-making in school based curriculum development through critical collaborative professional enquiry.- 53 Flows of knowledge in teaching teams: A collaborative approach to research in early childhood education.- 54 Conquering content: A key to promoting self-efficacy in primary science teaching.- 55 Mentoring of Newly Qualified Teachers in the Educational Sense.- 56 Building Teacher Confidence in Inquiry and Assessment: Experiences from a pan-European collaboration.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Accountability and Teacher Preparation;Corporate management of education;Critical-emancipatory models;Global Education Reform;Mentoring of student teachers;Partnership arrangements;Privatisation of teacher education;Reflective practice;School Governance;Standardization of education;Teacher Professional Learning;University-led teacher education;curriculum convergence;inclusive education;placement and practicum;professional education;professional practice knowledge;teacher education;teacher educators;teaching standards
