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This book discusses the interwoven themes of teacher learning and
classroom assessment, highlighting the complexity and intricacy of
these processes in a range of very different classroom contexts.
The case studies demonstrate how classroom assessment is needed for
teachers to learn about teaching and for them to be able to grow
professionally and improve student learning. Although this volume
is mainly situated in the unique and varied contexts of the
Asia-Pacific region, it addresses the key issues of quality
teaching, assessment, and accountability in a global context.
This book discusses the interwoven themes of teacher learning and
classroom assessment, highlighting the complexity and intricacy of
these processes in a range of very different classroom contexts.
The case studies demonstrate how classroom assessment is needed for
teachers to learn about teaching and for them to be able to grow
professionally and improve student learning. Although this volume
is mainly situated in the unique and varied contexts of the
Asia-Pacific region, it addresses the key issues of quality
teaching, assessment, and accountability in a global context.
Centering on the theme of university-based teacher education at a
time of system change and its connections with broader global
political issues, this book investigates the changing nature of
initial teacher education (ITE) as it amalgamated into universities
in the New Zealand context. The New Zealand government, like many
across the world is seeking improvement in education system
performance, with a particular interest in meeting the needs of
those traditionally disadvantaged through education. As a result,
over the last 20 years, most ITE has been relocated into
universities and teacher qualifications have changed. Not immune to
international discourses about the criticality of the teacher
workforce to system performance, Aotearoa New Zealand provides a
bounded yet connected case of ITE development and reform. The
authors draw from a study of teacher education practice in Aotearoa
New Zealand and also look at recent research carried out in other
jurisdictions to consider how ITE and the academic category of
teacher educator is constructed, maintained and practiced within
the institution of the university. They highlight the promise of
university-based ITE provision, noting areas for development and
provide an opportunity to better understand how student teachers
within ITE respond to and engage with teacher educators’ work in
the service of their own learning.
Centering on the theme of university-based teacher education at a
time of system change and its connections with broader global
political issues, this book investigates the changing nature of
initial teacher education (ITE) as it amalgamated into universities
in the New Zealand context. The New Zealand government, like many
across the world is seeking improvement in education system
performance, with a particular interest in meeting the needs of
those traditionally disadvantaged through education. As a result,
over the last 20 years, most ITE has been relocated into
universities and teacher qualifications have changed. Not immune to
international discourses about the criticality of the teacher
workforce to system performance, Aotearoa New Zealand provides a
bounded yet connected case of ITE development and reform. The
authors draw from a study of teacher education practice in Aotearoa
New Zealand and also look at recent research carried out in other
jurisdictions to consider how ITE and the academic category of
teacher educator is constructed, maintained and practiced within
the institution of the university. They highlight the promise of
university-based ITE provision, noting areas for development and
provide an opportunity to better understand how student teachers
within ITE respond to and engage with teacher educators’ work in
the service of their own learning.
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