Описание: Knowledge, Policy and Practice in Teacher Education reviews the evolution of education policy on initial teacher education as an indicator of the knowledge that is considered important for nation building. It also looks at research on approaches and structures to initial teacher learning as an indication of the intellectual and moral direction to which schooling must aspire.
Contributors look at these dynamics across a range of societies including Australia, the Czech Republic, England, Finland, Hong Kong, Israel, Italy, Japan, South Korea, Mexico, Russia, and the USA. Using a review of the literature approach within a comparative framework, the book seeks to answer the following questions for each country: What has been the evolution of different approaches to learning to teach in each setting, and what factors have influenced change over the years? What are the underlying theories that characterize past and current thinking about the knowledge, skills and dispositions needed by teachers and what evidence is used to support these theories? What does a review on the state of the knowledge about teacher education over the past 30 years reveal about the evolution of the research and knowledge traditions that have supported current and past innovations in teacher education?
Maria Teresa Tatto and Ian Menter explore international variability in different conceptions of knowledge in the context of learning to teach and explore the way in which national and international influences interact in the developing trajectories of teacher education policy and practice, considering what knowledge is considered important for teachers to have
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Описание: ITIL(R) Intermediate Release, Control and Validation - 4 daysThe four courses in Service Capability is aimed at students who need deep knowledge of the processes and the roles of ITIL. Service Lifecycle covered in the course but the primary focus is on processes, functions, roles and activities of its application and use by lifecycle. The courses within the Service Capability is role-based modules, each with a separate certification. Each course includes a grouping of processes and roles within ITIL is intended to give participants a specific knowledge of the practice and application related to the daily work.You`ll learn You get a deeper understanding of the part of the ITIL framework which deals with testing, validation and deployment of services. The course is aimed primarily at people working actively to plan and execute changes in IT services. You get a deeper understanding of the interaction between the requirements definition, testing and deployment as well as the importance of having a well functioning configuration management.Target groupThe target group of the ITIL Expert Qualification: Release, Control and Validation is:¢ Individuals who have attained the ITIL Foundation certificate in Service Management and who wish to advance to higher level ITIL certifications.¢ Individuals who require a deep understanding of ITIL Certificate in Release, Control and Validation processes and how it may be used to enhance the quality of IT service support within an organization.¢ IT professionals that are working within an organization that has adopted and adapted ITIL who need to be informed about and thereafter contribute to an ongoing service improvement programme¢ Operational staff involved in Change Management, Release and Deployment Management, Service Validation and Testing, Service Asset and Configuration Management, Request Fulfilment, Service Evaluation and Knowledge Management, who wish to enhance their role-based capabilities.This may include but is not limited to, IT professionals, business managers and business process owners.ExamThe examination is closed book and made up of multiple choice questions based on a scenario. Students will be allowed 120 minutes to answer the questions. You need at least 70% (28/40 points) to pass.PrerequisitesCandidates wishing to pass the exam for this qualification must already hold the ITIL Foundation Certificate.
Описание: Introduction: TESOL Teacher Education: Oscillating Between Globalization and Nationalism
Transnationalism in TESOL Teacher Education and Applied Linguistics: Reflections and (Re)imaginations
Transnational Professional Development Practices in TESOL Teacher Education.- Bangladeshi English Language Teachers' Use of Transnational Teacher Training
Assessment Literacy: Transnational Teachers' Concepts, Practices, and Professional Development Needs
Professional Development for Chinese EFL Teachers in Australia: Perspectives, Challenges, and Research Potentials
The Effect of U.S. Curricular Ideologies on Mexican Transnational Pre-service English Language Teachers
Holidays in Mexico: Developing Transnational Skills in Teaching English as a Foreign Language
Transnationalism Contextualized in Miami: The Proposed Component of Dialectal Spanish Negotiations in Undergraduate TESOL Courses
Engaging East African Voices for Teacher Education in the Digital Age: Exploring Transnational Virtual Collaboration
A Transnational Peace-Education Framework of EFL Material Development for the Islamic School Context in Indonesia
Promoting Transnational Teaching in Pre-service Language Teacher Education Programs in Japan: An Autoethnographic Approach
TESOL Teacher Education Programs and Transnational Perspectives: Critical Reconstruction of Experiences Via Duoethnography and Autoethnography
The Reflective Journal: A Transnational Networking Tool for (TESOL) Teachers
Developing Teaching Expertise Through Transnational Experience: Implications for TESOL Teacher Education
Afterword: Who Controls the Production of Knowledge? Teacher Empowerment in TESOL Teacher Education.
Название: Critical qualitative research reader ISBN: 1433106884 ISBN-13(EAN): 9781433106880 Издательство: Peter Lang Рейтинг: Цена: 9603.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: In the past decades wide-ranging research on effective integration of technology in instruction have been conducted by various educators and researchers with the hope that the affordances of technology might be leveraged to improve the teaching and learning process. However, in order to put the technology in optimum use, knowledge about how and in what way technology can enhance the instruction is also essential. A number of theories and models have been proposed in harnessing the technology in everyday lessons. Among these attempts Technological and Pedagogical Content Knowledge (TPACK) framework introduced by Mishra and Koehler has emerged as a representation of the complex relationships between technology, pedagogy and content knowledge. The TPACK framework extends the concept of Shulman's pedagogical content knowledge (PCK) which defines the need for knowledge about the content and pedagogical skills in teaching activities. Since then the framework has been embraced by the educational technology practitioners, instructional designers, and educators. TPACK research received increasing attention from education and training community covering diverse range of subjects and academic disciplines and significant progress has been made in recent years. This book attempts to bring the practitioners and researchers to present current directions, trends and approaches, convey experience and findings, and share reflection and vision to improve science teaching and learning with the use of TPACK framework.A wide array of topics will be covered in this book including applications in teacher training, designing courses, professional development and impact on learning, intervention strategies and other complex educational issues. Information contained in this book will provide knowledge growth and insights into effective educational strategies in integration of technology with the use of TPACK as a theoretical and developmental tool. The book will be of special interest to international readers including educators, teacher trainers, school administrators, curriculum designers, policy makers, and researchers and complement the existing literature and published works.
Описание: A wide array of topics are covered in this book, including applications in teacher training, designing courses, professional development and impact on learning, intervention strategies and other complex educational issues. It provides knowledge growth and insights into effective educational strategies in integration of technology with the use of TPACK as a theoretical and developmental tool.
Автор: Brooks Clare Название: Teacher Subject Identity in Professional Practice ISBN: 1138025917 ISBN-13(EAN): 9781138025912 Издательство: Taylor&Francis Рейтинг: Цена: 6430.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book outlines an important, but neglected, dimension of teacher`s professional practice: that of their subject identity and expertise. It argues that viewing subject identity and expertise through the lens of a `professional compass` enables a nuanced way of understanding teachers` professional practice and decision making.
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