This volume looks at school-university partnerships from
sociocultural perspectives of learning that view participation in
social practice as fundamental to the process of learning. Its two
major themes - school-university partnership and sociocultural and
social theories of learning - have both been treated extensively in
the literature. It is the bringing together of these two themes
that makes this book unique. In this examination of an evolving
model of school-university partnership, the Unified Professional
Development Project in Hong Kong, the authors analyze the learning
that takes place as the participants (student-teachers, mentor
teachers, and university supervisors) mutually engage in the
enterprise of improving teaching and learning in schools,
developing shared practices, and creating new communities of
practice. Although it describes one specific context, the book is
not just about this locale. Rather, the Unified Professional
Development Project is used as a context for theorizing more
generally a social theory of learning for school-university
partnerships that is relevant to any other similar context. This
book will interest teacher educators, researchers in teacher
education and teacher development, policy makers, and school
practitioners who are involved in school-university partnerships.
General
| Imprint: |
Routledge
|
| Country of origin: |
United Kingdom |
| Release date: |
March 2012 |
| First published: |
2004 |
| Authors: |
Routledge Cavendish
|
| Dimensions: |
229 x 152 x 17mm (L x W x T) |
| Format: |
Paperback
|
| Pages: |
200 |
| ISBN-13: |
978-0-415-50479-9 |
| Categories: |
Books >
Social sciences >
Education >
General
Promotions
|
| LSN: |
0-415-50479-1 |
| Barcode: |
9780415504799 |
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