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In 2015, the Journal of Education for Teaching celebrated 40 years
of original contributions on the subject of international teacher
education with the publication of an anniversary virtual special
issue. Its unique contribution to debates about the preparation and
lifelong learning of teachers in a variety of fields, including
medical education and language education, have been expressed in a
variety of formats and international contexts. These include high
quality academic papers using innovative qualitative and
quantitative methodologies, symposia in the form of Platonic
dialogues, and even critical positions expressed in verse. This
virtual special issue was freely available online throughout 2015
but the strong demand for the papers has prompted their
re-publication in this volume, with the addition of several more
articles. Taken together, this collection will allow the reader to
experience the variety of the dozen or so international contexts
represented in the journal and its academic quality. Included in
the volume is the original Editorial from the first issue of the
journal. The fact that the points made in this forty-year-old piece
still ring true suggests that the threats to high quality teacher
education remain much the same as they did four decades or more
ago. The Journal of Education for Teaching continues to provide an
indispensable platform for colleagues to make their voices heard in
what appears to be an increasingly shrill evidence-free
environment. Long may it do so.
In 2015, the Journal of Education for Teaching celebrated 40 years
of original contributions on the subject of international teacher
education with the publication of an anniversary virtual special
issue. Its unique contribution to debates about the preparation and
lifelong learning of teachers in a variety of fields, including
medical education and language education, have been expressed in a
variety of formats and international contexts. These include high
quality academic papers using innovative qualitative and
quantitative methodologies, symposia in the form of Platonic
dialogues, and even critical positions expressed in verse. This
virtual special issue was freely available online throughout 2015
but the strong demand for the papers has prompted their
re-publication in this volume, with the addition of several more
articles. Taken together, this collection will allow the reader to
experience the variety of the dozen or so international contexts
represented in the journal and its academic quality. Included in
the volume is the original Editorial from the first issue of the
journal. The fact that the points made in this forty-year-old piece
still ring true suggests that the threats to high quality teacher
education remain much the same as they did four decades or more
ago. The Journal of Education for Teaching continues to provide an
indispensable platform for colleagues to make their voices heard in
what appears to be an increasingly shrill evidence-free
environment. Long may it do so.
Rethinking Teacher Education is a thorough and critical analysis of the ambivalences and uncertainties that face those in teacher education. The authors draw on their different experiences of teacher education to try to make sense of current practices and where they might lead. The book analyses past and present constructions of teacher education and offers insights into how a re-evaluation might address teachers' positions in relation to knowledge, learners, economic demands and democratic values. The issues addressed include: * political and economic uncertainty and teacher education * philosophical uncertainty and teacher education * modernist policy solutions * psychology: an agent of modernity in teacher education * sociocultural and other collaborative responses to uncertainty The book will be of interest to all those involved in teacher education, including sociologists, psychologists and philosophers of education.
Rethinking Teacher Education is a thorough and critical analysis of the ambivalences and uncertainties that face those in teacher education. The authors draw on their different experiences of teacher education to try to make sense of current practices and where they might lead. The book analyses past and present constructions of teacher education and offers insights into how a re-evaluation might address teachers' positions in relation to knowledge, learners, economic demands and democratic values. The issues addressed include: * political and economic uncertainty and teacher education * philosophical uncertainty and teacher education * modernist policy solutions * psychology: an agent of modernity in teacher education * sociocultural and other collaborative responses to uncertainty The book will be of interest to all those involved in teacher education, including sociologists, psychologists and philosophers of education.
Drawing directly on the work of teachers and other professional
trainers concerned with programmes for continuing professional
development, this book promotes action research for practitioners
so as to develop qualities of critical appraisal and analysis of
practice, appropriate to professional contexts. The authors suggest
activities and give support for teaching, and evaluation of
teaching, by using actual examples of teacher research into
professional issues. They also aim to encourage teachers' narrative
writing and autobiographical approaches to researching their
professional lives. There is a specific focus on processes of
professional development, which connects with current needs,
demands and challenges of the `modernized' profession. This book
will support those involved in appraisal activity, performance
management and threshold application. This book is for
schoolteachers and others involved with professional training
across all age phases, and for those who support teachers'
professional development: university tutors, consultants and senior
staff in LEAs. It is also suitable for police and nurse trainers,
further education tutors and advisory teachers.
Drawing directly on the work of teachers and other professional
trainers concerned with programmes for continuing professional
development, this book promotes action research for practitioners
so as to develop qualities of critical appraisal and analysis of
practice, appropriate to professional contexts. The authors suggest
activities and give support for teaching, and evaluation of
teaching, by using actual examples of teacher research into
professional issues. They also aim to encourage teachers' narrative
writing and autobiographical approaches to researching their
professional lives. There is a specific focus on processes of
professional development, which connects with current needs,
demands and challenges of the `modernized' profession. This book
will support those involved in appraisal activity, performance
management and threshold application. This book is for
schoolteachers and others involved with professional training
across all age phases, and for those who support teachers'
professional development: university tutors, consultants and senior
staff in LEAs. It is also suitable for police and nurse trainers,
further education tutors and advisory teachers.
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