This timely book provides a Deweyan approach to the acquisition of dispositions against the NCATE requirement for the development of a conceptual framework that is lived and continuously evaluated. The work is vital to colleges of education that are pursuing educative means toward the end of pedagogical thoughtfulness for teacher education candidates and other school personnel.
This timely book provides a Deweyan approach to the acquisition of dispositions against the NCATE requirement for the development of a conceptual framework that is lived and continuously evaluated. The work is vital to colleges of education that are pursuing educative means toward the end of pedagogical thoughtfulness for teacher education candidates and other school personnel.
Chapter 1 Foreword Chapter 2 Preface Chapter 3 Acknowledgments Chapter 4 Introduction: Conceptual Framework; Structural Elements; Moral coherence Chapter 5 The Moral Question: How Ought Life Be Lived in Your Unit; Moral Life in the Unit Chapter 6 Building Moral Community Like-mindedness Chapter 7 Living the Conceptual Framework Chapter 8 Evaluating the Conceptual Framework; Judging the Worth of the Conceptual Framework Chapter 9 Bibliography Chapter 10 Author Biographical Sketch
Chapter 1 Foreword Chapter 2 Preface Chapter 3 Acknowledgments Chapter 4 Introduction: Conceptual Framework; Structural Elements; Moral coherence Chapter 5 The Moral Question: How Ought Life Be Lived in Your Unit; Moral Life in the Unit Chapter 6 Building Moral Community Like-mindedness Chapter 7 Living the Conceptual Framework Chapter 8 Evaluating the Conceptual Framework; Judging the Worth of the Conceptual Framework Chapter 9 Bibliography Chapter 10 Author Biographical Sketch
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