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7 matches in All Departments
-Offers an important and timely contribution to the research on
practical theorising in teacher education, which acknowledges the
importance of experience and reflective practice but embraces the
essential need for teachers to engage with evidence from research.
-Explores both the challenges and opportunities presented by
practical theorising, and the tensions introduced by performance
culture in education, giving educators a range of tools to help
navigate these demands and challenges. -Includes perspectives from
university-based and school-based teacher educators, showing how
the process of practical theorising has been supported across a
range of different programs and formats.
-Offers an important and timely contribution to the research on
practical theorising in teacher education, which acknowledges the
importance of experience and reflective practice but embraces the
essential need for teachers to engage with evidence from research.
-Explores both the challenges and opportunities presented by
practical theorising, and the tensions introduced by performance
culture in education, giving educators a range of tools to help
navigate these demands and challenges. -Includes perspectives from
university-based and school-based teacher educators, showing how
the process of practical theorising has been supported across a
range of different programs and formats.
Why is teacher education policy significant - politically,
sociologically and educationally? While the importance of practice
in teacher education has long been recognised, the significance of
policy has only been fully appreciated more recently. Teacher
education in times of change offers a critical examination of
teacher education policy in the UK and Ireland over the past three
decades, since the first intervention of government in the
curriculum. Written by a research group from five countries, it
makes international comparisons, and covers broader developments in
professional learning, to place these key issues and lessons in a
wider context.
Why is teacher education policy significant - politically,
sociologically and educationally? While the importance of practice
in teacher education has long been recognised, the significance of
policy has only been fully appreciated more recently. Teacher
education in times of change offers a critical examination of
teacher education policy in the UK and Ireland over the past three
decades, since the first intervention of government in the
curriculum. Written by a research group from five countries, it
makes international comparisons, and covers broader developments in
professional learning, to place these key issues and lessons in a
wider context.
Learning to Teach in England and the United States studies the
evolution of initial teacher education by considering some of the
current approaches in England and the United States. Presenting
empirical evidence from these two distinct political and historical
contexts, the chapters of this thought-provoking volume illustrate
the tensions involved in preparing teachers who are working in
ever-changing environments. Grounded in the lived experiences of
those directly affected by these shifting policy environments, the
book questions if reforms that have introduced accountability
regimes and new kinds of partnership with the promise of improving
teaching and learning, have contributed to more powerful learning
experiences in schools for those entering the profession. The
authors consider the relationships between global, national and
local policy, and question their potential impact on the future of
teacher education and teaching more generally. The research adopts
an innovative methodology and sociocultural theoretical framework
designed to show greater insights into the ways in which beginning
teachers' learning experiences are shaped by relationships at all
of these levels. A key emerging issue is that of the alignment - or
not - between the values and dispositions of the individuals and
the institutions that are involved. This book will appeal to
academics, researchers and postgraduate students in the fields of
teacher education, comparative education, higher education, and
education policy and politics.
Learning to Teach in England and the United States studies the
evolution of initial teacher education by considering some of the
current approaches in England and the United States. Presenting
empirical evidence from these two distinct political and historical
contexts, the chapters of this thought-provoking volume illustrate
the tensions involved in preparing teachers who are working in
ever-changing environments. Grounded in the lived experiences of
those directly affected by these shifting policy environments, the
book questions if reforms that have introduced accountability
regimes and new kinds of partnership with the promise of improving
teaching and learning, have contributed to more powerful learning
experiences in schools for those entering the profession. The
authors consider the relationships between global, national and
local policy, and question their potential impact on the future of
teacher education and teaching more generally. The research adopts
an innovative methodology and sociocultural theoretical framework
designed to show greater insights into the ways in which beginning
teachers' learning experiences are shaped by relationships at all
of these levels. A key emerging issue is that of the alignment - or
not - between the values and dispositions of the individuals and
the institutions that are involved. This book will appeal to
academics, researchers and postgraduate students in the fields of
teacher education, comparative education, higher education, and
education policy and politics.
International trends in initial teacher education (ITE) and
induction increasingly emphasise the importance of school-based
learning for beginning teachers, and recent policy shifts have
given many more schools a leading role in ITE. This book focuses
directly on what has been learned from within well-established
partnerships about the nature of beginning teachers' learning in
schools and explores the ways in which teacher educators - both
those that are school-based and those in universities who
work in partnership with them - can most effectively support that
learning. Beginning Teaching is part of the
successful Critical Guides for Teacher Educators series
edited by Ian Menter.
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Michael Buble
CD
(1)
R487
Discovery Miles 4 870
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