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Accountability and Culture of School Teachers and Principals
studies the degree to which teachers and principals in eight
countries view themselves as taking responsibility, working by
clear standards, reporting transparently, and accepting feedback at
work. The book focuses on cultural values that explain variation in
accountability levels of school educators, drawing on data from
Canada, China, Hungary, Israel, the Netherlands, Spain, South
Africa, and Zimbabwe. It addresses the question of whether cultural
values, specifically collectivism and individualism, are related to
teachers' and principals' external and internal accountability
dispositions. It also explores the intriguing role of
organizational support and key school personnel in school reforms
across the world, providing a new way to understand school
accountability. The book will be of great interest for academics,
post-graduate students, and scholars in the field of education
policy and international and comparative studies in education.
Although the idea of the reflective practitioner is embraced by
many, there is still a need to understand how teachers' practical
experience and the theoretical insights of researchers can be
linked in teacher education. This book offers a framework for
addressing this problem. It brings together 15 years of experience
in teacher education and research, based on Korthagen's concept of
"realistic teacher education" which is well known in Europe and
gaining interest in North America. Set up as a journey back and
forth between practice and theory, this book is not only about
linking them but models how it can be done, providing both
practical solutions and research-based theoretical foundations.
"Linking Practice and Theory: The Pedagogy of Realistic Teacher
Education: "
* serves as a guidebook for teacher educators, with many practical
ideas and guidelines;
* prepares the reader for a fundamental shift in thinking about
teacher education; and
* uses an international perspective in analyzing real, practical
experience in teacher education, in the Netherlands and in other
countries.
Although the idea of the reflective practitioner is embraced by
many, there is still a need to understand how teachers' practical
experience and the theoretical insights of researchers can be
linked in teacher education. This book offers a framework for
addressing this problem. It brings together 15 years of experience
in teacher education and research, based on Korthagen's concept of
"realistic teacher education" which is well known in Europe and
gaining interest in North America. Set up as a journey back and
forth between practice and theory, this book is not only about
linking them but models how it can be done, providing both
practical solutions and research-based theoretical foundations.
"Linking Practice and Theory: The Pedagogy of Realistic Teacher
Education: "
* serves as a guidebook for teacher educators, with many practical
ideas and guidelines;
* prepares the reader for a fundamental shift in thinking about
teacher education; and
* uses an international perspective in analyzing real, practical
experience in teacher education, in the Netherlands and in other
countries.
Much of the work in this book has originated from an international
project called "Education for Teachers". Educational researchers
from Holland, USA, Australia and Israel look at an important
element of teacher behaviour - that is the interpersonal actions
which create and maintain a positive classroom atmosphere. The book
uses systems theory and family therapy to analyze what happens in
classrooms, looking at classes as "big families". It provides a
simple way to collect feedback from participants in communication
in education (students, teachers, principles, student-teacher
supervisors). Thus for example, differences between students'
perceptions and the teachers self-perception of the teacher
communication style are are formed. This feedback can be used to
improve teaching. The book reviews research on communication styles
of teachers in secondary education with the help of the
questionnaire on teacher interaction and includes implications for
teacher programs.
Much of the work in this book has originated from an international
project called "Education for Teachers". Educational researchers
from Holland, USA, Australia and Israel look at an important
element of teacher behaviour - that is the interpersonal actions
which create and maintain a positive classroom atmosphere. The book
uses systems theory and family therapy to analyze what happens in
classrooms, looking at classes as "big families". It provides a
simple way to collect feedback from participants in communication
in education (students, teachers, principles, student-teacher
supervisors). Thus for example, differences between students'
perceptions and the teachers self-perception of the teacher
communication style are are formed. This feedback can be used to
improve teaching. The book reviews research on communication styles
of teachers in secondary education with the help of the
questionnaire on teacher interaction and includes implications for
teacher programs.
Accountability and Culture of School Teachers and Principals
studies the degree to which teachers and principals in eight
countries view themselves as taking responsibility, working by
clear standards, reporting transparently, and accepting feedback at
work. The book focuses on cultural values that explain variation in
accountability levels of school educators, drawing on data from
Canada, China, Hungary, Israel, the Netherlands, Spain, South
Africa, and Zimbabwe. It addresses the question of whether cultural
values, specifically collectivism and individualism, are related to
teachers' and principals' external and internal accountability
dispositions. It also explores the intriguing role of
organizational support and key school personnel in school reforms
across the world, providing a new way to understand school
accountability. The book will be of great interest for academics,
post-graduate students, and scholars in the field of education
policy and international and comparative studies in education.
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