Описание: This book provides models and methods to embed both noticing and the development of teacher agency into teacher education programs and school practice, positioning classroom students as teachers who guide us toward responding to them in the most effective ways.
Описание: This book reflects on the continuing development of teacher noticing through an exploration of the latest research. The authors and editors seek to clarify the construct of teacher noticing and its related branches and respond to challenges brought forth in earlier research.
Описание: By allowing ourselves and our students to redefine writing, we redefine what it means to be a writer. Writing, Redefined gives teachers the power to change what "counts" as writing in schools and classrooms, opening the doorway to students who may not consider themselves to be writers, but should and can.
Описание: The innovative volume seeks to broaden the scope of research on mathematical problem solving in different educational environments. It brings together contributions not only from leading researchers, but also highlights collaborations with younger researchers to broadly explore mathematical problem-solving across many fields: mathematics education, psychology of education, technology education, mathematics popularization, and more. The volume’s three major themes—technology, creativity, and affect—represent key issues that are crucially embedded in the activity of problem solving in mathematics teaching and learning, both within the school setting and beyond the school. Through the book’s new pedagogical perspectives on these themes, it advances the field of research towards a more comprehensive approach on mathematical problem solving. Broadening the Scope of Research on Mathematical Problem Solving will prove to be a valuable resource for researchers and teachers interested in mathematical problem solving, as well as researchers and teachers interested in technology, creativity, and affect.
Автор: Sherin Название: Mathematics Teacher Noticing ISBN: 0415878624 ISBN-13(EAN): 9780415878623 Издательство: Taylor&Francis Рейтинг: Цена: 27562.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This is the first book to examine research on mathematics teacher noticing---how teachers pay attention to and make sense of what happens in the complexity of instructional situations.
Автор: Sherin Название: Mathematics Teacher Noticing ISBN: 0415878632 ISBN-13(EAN): 9780415878630 Издательство: Taylor&Francis Рейтинг: Цена: 9033.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This is the first book to examine research on mathematics teacher noticing---how teachers pay attention to and make sense of what happens in the complexity of instructional situations.
Описание: This book provides models and methods to embed both noticing and the development of teacher agency into teacher education programs and school practice, positioning classroom students as teachers who guide us toward responding to them in the most effective ways.
What do teachers learn 'on the job'? And how, if at all, do they learn from 'experience'?
Leading researchers from the UK, Europe, the USA and Canada offer international, research-based perspectives on a central problem in policy-making and professional practice - the role that experience plays in learning to teach in schools. Experience is often weakly conceptualized in both policy and research, sometimes simply used as a proxy for 'time', in weeks and years, spent in a school classroom. The conceptualization of experience in a range of educational research traditions lies at the heart of this book, exemplified in a variety of empirical and theoretical studies. Distinctive perspectives to inform these studies include sociocultural psychology, the philosophy of education, school effectiveness, the sociology of education, critical pedagogy, activism and action research. However, no one theoretical perspective can claim privileged insight into what and how teachers learn from experience; rather, this is a matter for a truly educational investigation, one that is both close to practice and seeks to develop theory.
At a time when policy-makers in many countries seek to make teacher education an entirely school-based activity, Learning Teaching from Experience offers an essential examination of the evidence-base, the traditions of inquiry - and the limits of those inquiries.
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