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This edited book attempts to foreground how challenges and
complexities between policy and practice intertwine in the teaching
and learning of the STEM subjects in multilingual settings, and how
they (policy and practice) impact on educational processes,
developments and outcomes. The unique feature of this book, thus,
lies in its combination of not just language issues in the teaching
and learning of the STEM subjects, but also in how these issues
relate to policy and practice in multilingual contexts and how STEM
research and practice may inform and shape language policies and
their implementation in multilingual contexts. This book is of
interest to stakeholders involved in STEM education such as
researchers, undergraduate and graduate students, tertiary level
teachers, teacher educators, curriculum developers as well as other
professionals with responsibilities in STEM education subjects. The
book is written in a way that is accessible to a wide range of
backgrounds, including those who are in language education.
This unique book compares anthropogenic challenges in science and
technology teacher education between the northern and southern
contexts of Sweden and South Africa, respectively. Presenting the
results of a three-year research collaboration between science and
technology teacher education researchers from South Africa and
Sweden, the book explores theoretical perspectives and pedagogical
experiences in response to challenges in the Anthropocene. It
discusses research-informed practice in teacher education to
address sustainable development. Chapters in the book collectively
investigate the influence of current environmental and societal
changes on the education of teachers, answering the question of how
science and technology teacher education can adjust to current
changes in the world and prepare new teachers for work in their
future profession. Touching on issues such as climate change,
global warming and pandemic diseases, the book uses a comparative
approach and explores opportunities and possibilities for
fulfilling the goals of science and technology education for
sustainable development. The book offers recommendations and
opportunities to implement sustainability issues and develop
sustainable teaching strategies. It will be a key reading for
researchers, academics and post-graduate students in the fields of
teacher education, science and technology education, sustainability
education and comparative education.
This edited book attempts to foreground how challenges and
complexities between policy and practice intertwine in the teaching
and learning of the STEM subjects in multilingual settings, and how
they (policy and practice) impact on educational processes,
developments and outcomes. The unique feature of this book, thus,
lies in its combination of not just language issues in the teaching
and learning of the STEM subjects, but also in how these issues
relate to policy and practice in multilingual contexts and how STEM
research and practice may inform and shape language policies and
their implementation in multilingual contexts. This book is of
interest to stakeholders involved in STEM education such as
researchers, undergraduate and graduate students, tertiary level
teachers, teacher educators, curriculum developers as well as other
professionals with responsibilities in STEM education subjects. The
book is written in a way that is accessible to a wide range of
backgrounds, including those who are in language education.
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