Based on empirical research, including interviews with new teachers, by teachers themselves, on a scale rarely seen before, this book reveals the complexity of learning in a professional context and gives some basic truths about what really matters in teaching.
Based on empirical research, including interviews with new teachers, by teachers themselves, on a scale rarely seen before, this book reveals the complexity of learning in a professional context and gives some basic truths about what really matters in teaching.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Jim McNally is Professor of Teacher Education at the University of Strathclyde, Glasgow. Allan Blake is Research Fellow in Education at the University of Strathclyde, Glasgow.
Inhaltsangabe
Series Editor's preface 1. Linda's story: a new teacher's tale Lesley Walker 2. The early professional learning of teachers: a model beginning Jim McNally, Allan Blake, Nick Boreham, Peter Cope, Brian Corbin, Peter Gray,Ian Stronach 3. A new concept of teacher-researcher? Colin Smith and Lesley Easton 4. Feeling professional: new teachers and induction Brian Corbin 5. Who can you count on? The relational dimension of new teacher learning Jim McNally 6. Making room for new teachers: the material dimension in beginning teaching Phil Swierczek 7. The temporal, structural, cognitive and ethical dimensions of early professional learning Brian Corbin, Allan Blake, Ian Stronach & Jim McNally 8. Job satisfaction among newly qualified teachers in Scotland Nick Boreham 9. Fun in theory and practice: new teachers, pupil opinion and classroom environments Peter Gray 10. Design of the times: measuring interactivity, expert judgement and pupil development in the early professional learning project Allan Blake 11. An age at least to every part: a longitudinal perspective on the early professional learning of teachers David Dodds 12. The implications of early professional learning for schools and local authorities Colin Smith 13. The invention of teachers: how beginning teachers learn Ian Stronach
Series Editor's preface 1. Linda's story: a new teacher's tale Lesley Walker 2. The early professional learning of teachers: a model beginning Jim McNally, Allan Blake, Nick Boreham, Peter Cope, Brian Corbin, Peter Gray,Ian Stronach 3. A new concept of teacher-researcher? Colin Smith and Lesley Easton 4. Feeling professional: new teachers and induction Brian Corbin 5. Who can you count on? The relational dimension of new teacher learning Jim McNally 6. Making room for new teachers: the material dimension in beginning teaching Phil Swierczek 7. The temporal, structural, cognitive and ethical dimensions of early professional learning Brian Corbin, Allan Blake, Ian Stronach & Jim McNally 8. Job satisfaction among newly qualified teachers in Scotland Nick Boreham 9. Fun in theory and practice: new teachers, pupil opinion and classroom environments Peter Gray 10. Design of the times: measuring interactivity, expert judgement and pupil development in the early professional learning project Allan Blake 11. An age at least to every part: a longitudinal perspective on the early professional learning of teachers David Dodds 12. The implications of early professional learning for schools and local authorities Colin Smith 13. The invention of teachers: how beginning teachers learn Ian Stronach
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