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Teacher Training - Perspectives, Implementation and Challenges (Hardcover)
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Teacher Training - Perspectives, Implementation and Challenges (Hardcover)
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This book opens with a study seeking to show how students and
practicing teachers develop core professional competencies in the
early childhood education department of the Levinsky College of
Education in Israel. These competencies, such as relationships with
children and adults, mediated learning experiences, and classroom
management, are embedded in a small number of core practices that
have been systematically and intensively incorporated into early
childhood education studies, and sometimes integrated by the
graduates into their daily practice. The authors also introduce a
study examining the transformation in perceptions of
learning-teaching processes of third-year student teachers in in
the early childhood education program in Levinsky College of
Education while implementing emergent curriculum. A multiple case
studies (Yin, 2014) approach is used to reveal learning processes
and challenges. Following this the authors show how student
teachers at Levinsky College of Education implement an emergent
curriculum approach (Jones, 2012; Rinaldi, 2001; Yu-le, 2004) and
create bridges to diverse childrens homes, focusing on the
rationale of the program, its implementation and childrens
perspectives. To train student teachers in the early childhood
education program, a simulation center was created in which
videotaped simulations are used as a critical learning tool.
Subsequent analysis of the students documented thoughts and
feelings about the simulations revealed key insights regarding
communication with parents. This compilation goes on to examine how
early childhood education interns interpreted communication with
parents and what difficulties and challenges preoccupied them,
because the identification of these central difficulties and
challenges may contribute significantly to the knowledge of
family-school relations in a diverse and changing society. A
subsequent study provides a careful investigation into the effects
of a course on the parent-teacher relationship on student teachers
and interns perceptions. This study was derived from the goal of
preparing student teachers to cope effectively with relationships
with parents. The authors examined teachers use of repeated
narrative writing based on Pennebakers (Pennebaker &Evans,
2014) expressive writing method to cope with emotionally loaded
incidents related to behavior problems in the preschool classroom.
An analysis of sixty narratives written by two Israeli teachers
revealed that repeated narrative writing helped them overcome
helplessness, regulate negative feelings towards people and
situations involved in the incidents, and develop self-efficacy and
self-determination, as well as improve their classroom management
competencies. The final chapter demonstrates an approach to elicit
teachers ideas about teaching and their reflections on teaching
practices. The approach of constructing a practical argument allows
for analysis of teachers thinking in combination with their actions
in the classroom.
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