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This book focuses on the emerging area of partner-driven
work-integrated learning inclusive of university or industry
stakeholder development, and the integration of these two major
stakeholders. It explores the significant interrelationship between
university and school needs in this area of research. It uses a
cross-institutional approach and focuses on local communities that
educational providers interact with, to highlight and discuss the
issues identified in various case studies. By doing so, this book
aims to create a community of practice that explores
work-integrated learning from an integrated stakeholder
perspective, and develops a working model to extend existing
understanding in this area through integrating the ideas explored
in the various chapters.
This book introduces the construct of teacher adaptive practices,
extending existing research on teacher adaptability into classroom
practices. It identifies specific teaching practices that
constitute the just-in-time adaptation during lessons that provides
opportunities for students' critical and creative thinking. 278
classroom observations of teachers resulted in a summary of
teaching behaviours that constitute teacher adaptive practices.
Based on these findings, the book develops a practical teacher
improvement program.
This book offers a theoretically and empirically robust account of
what is known about the effective approaches that translate theory
to practice in teacher education, presenting evidence from case
studies from a diverse range of contexts informed by various
methodological foundations. It also provides accounts that support
teacher educators involved in both school and university based
teacher education. The book offers insights into the translation of
theory to practice from the long history of teacher education, the
benefit of diverse approaches in terms of the effectiveness of
initial teacher education, and the impact of professional
standards.
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