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To help teacher educators undertake self-study, this book offers a range of research methodologies, which show what issues experienced teacher educators have chosen to study, how they would research, and what the outcomes were.
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To help teacher educators undertake self-study, this book offers a range of research methodologies, which show what issues experienced teacher educators have chosen to study, how they would research, and what the outcomes were.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis
- UK edition
- Seitenzahl: 272
- Erscheinungstermin: 14. März 2002
- Englisch
- Abmessung: 239mm x 159mm x 15mm
- Gewicht: 417g
- ISBN-13: 9780415276719
- ISBN-10: 0415276713
- Artikelnr.: 20976915
- Verlag: Taylor & Francis
- UK edition
- Seitenzahl: 272
- Erscheinungstermin: 14. März 2002
- Englisch
- Abmessung: 239mm x 159mm x 15mm
- Gewicht: 417g
- ISBN-13: 9780415276719
- ISBN-10: 0415276713
- Artikelnr.: 20976915
John Loughran is a teacher educator at Monash University, Australia. Tom Russell is Professor in the Faculty of Education at Queen's University, Canada. The authors have previously collaborated on Teaching about Teaching (RoutledgeFalmer, 1999).
1. Can Self-study Improve Teacher Education? Section 1: Understanding
Teaching in Teacher Education 2. Developing an Understanding of Learning to
Teach in Teacher Education 3. A Balancing Act: Self-study in Valuing the
Individual Student 4. Opposites Attract: What I Learned About Being a
Classroom Teacher by Being a Teacher-educator 5. How Well Did We Structure
and Model a Self-study Stance? Two Self-studies of Imposing Self-studies
Using Teacher Portfolios Section 2: Studying Teacher Educators' Roles and
Responsibilities 6. Guiding New Teachers' Learning From Classroom
Experience: Self-study of the Faculty Liaison Role 7. Good Luck, Goodbye,
Have a Nice Career: Questioning Our Responsibilities and Our Learning as
Teacher Educators 8. Framing Professional Discourse with Teachers:
Professional Working Theory 9. Can Self-study Challenge the Myth that
Telling, and Guide-practice Constitute Adequate Teacher Education? Section
3: Fostering Social Justice in Teaching about Teaching 10. The
In(Visibility) of Race in Narrative Constructions of the Self 11. 'Nothing
Grand': Small Tales and Working for Social Justice 12. Change, Social
Justice and Re-liability: Reflections of a Secret (Change) Agent Section 4:
Exploring Myths in Teacher Education 13. A Collaborative Self-study on
Teaching Myths 14. What Gets Mythed in the Student Evaluations of Their
Teacher Education Professors? 15. Confronting the Myth(s) that Bind Us:
Research as a Way of Knowing and Seeing 16. Understanding Self-study of
Teacher Education Practices
Teaching in Teacher Education 2. Developing an Understanding of Learning to
Teach in Teacher Education 3. A Balancing Act: Self-study in Valuing the
Individual Student 4. Opposites Attract: What I Learned About Being a
Classroom Teacher by Being a Teacher-educator 5. How Well Did We Structure
and Model a Self-study Stance? Two Self-studies of Imposing Self-studies
Using Teacher Portfolios Section 2: Studying Teacher Educators' Roles and
Responsibilities 6. Guiding New Teachers' Learning From Classroom
Experience: Self-study of the Faculty Liaison Role 7. Good Luck, Goodbye,
Have a Nice Career: Questioning Our Responsibilities and Our Learning as
Teacher Educators 8. Framing Professional Discourse with Teachers:
Professional Working Theory 9. Can Self-study Challenge the Myth that
Telling, and Guide-practice Constitute Adequate Teacher Education? Section
3: Fostering Social Justice in Teaching about Teaching 10. The
In(Visibility) of Race in Narrative Constructions of the Self 11. 'Nothing
Grand': Small Tales and Working for Social Justice 12. Change, Social
Justice and Re-liability: Reflections of a Secret (Change) Agent Section 4:
Exploring Myths in Teacher Education 13. A Collaborative Self-study on
Teaching Myths 14. What Gets Mythed in the Student Evaluations of Their
Teacher Education Professors? 15. Confronting the Myth(s) that Bind Us:
Research as a Way of Knowing and Seeing 16. Understanding Self-study of
Teacher Education Practices
1. Can Self-study Improve Teacher Education? Section 1: Understanding
Teaching in Teacher Education 2. Developing an Understanding of Learning to
Teach in Teacher Education 3. A Balancing Act: Self-study in Valuing the
Individual Student 4. Opposites Attract: What I Learned About Being a
Classroom Teacher by Being a Teacher-educator 5. How Well Did We Structure
and Model a Self-study Stance? Two Self-studies of Imposing Self-studies
Using Teacher Portfolios Section 2: Studying Teacher Educators' Roles and
Responsibilities 6. Guiding New Teachers' Learning From Classroom
Experience: Self-study of the Faculty Liaison Role 7. Good Luck, Goodbye,
Have a Nice Career: Questioning Our Responsibilities and Our Learning as
Teacher Educators 8. Framing Professional Discourse with Teachers:
Professional Working Theory 9. Can Self-study Challenge the Myth that
Telling, and Guide-practice Constitute Adequate Teacher Education? Section
3: Fostering Social Justice in Teaching about Teaching 10. The
In(Visibility) of Race in Narrative Constructions of the Self 11. 'Nothing
Grand': Small Tales and Working for Social Justice 12. Change, Social
Justice and Re-liability: Reflections of a Secret (Change) Agent Section 4:
Exploring Myths in Teacher Education 13. A Collaborative Self-study on
Teaching Myths 14. What Gets Mythed in the Student Evaluations of Their
Teacher Education Professors? 15. Confronting the Myth(s) that Bind Us:
Research as a Way of Knowing and Seeing 16. Understanding Self-study of
Teacher Education Practices
Teaching in Teacher Education 2. Developing an Understanding of Learning to
Teach in Teacher Education 3. A Balancing Act: Self-study in Valuing the
Individual Student 4. Opposites Attract: What I Learned About Being a
Classroom Teacher by Being a Teacher-educator 5. How Well Did We Structure
and Model a Self-study Stance? Two Self-studies of Imposing Self-studies
Using Teacher Portfolios Section 2: Studying Teacher Educators' Roles and
Responsibilities 6. Guiding New Teachers' Learning From Classroom
Experience: Self-study of the Faculty Liaison Role 7. Good Luck, Goodbye,
Have a Nice Career: Questioning Our Responsibilities and Our Learning as
Teacher Educators 8. Framing Professional Discourse with Teachers:
Professional Working Theory 9. Can Self-study Challenge the Myth that
Telling, and Guide-practice Constitute Adequate Teacher Education? Section
3: Fostering Social Justice in Teaching about Teaching 10. The
In(Visibility) of Race in Narrative Constructions of the Self 11. 'Nothing
Grand': Small Tales and Working for Social Justice 12. Change, Social
Justice and Re-liability: Reflections of a Secret (Change) Agent Section 4:
Exploring Myths in Teacher Education 13. A Collaborative Self-study on
Teaching Myths 14. What Gets Mythed in the Student Evaluations of Their
Teacher Education Professors? 15. Confronting the Myth(s) that Bind Us:
Research as a Way of Knowing and Seeing 16. Understanding Self-study of
Teacher Education Practices