Knowledge, Content, Curriculum and Didaktik, Deng, Zongyi
Автор: Deng, Zongyi Название: Knowledge, Content, Curriculum and Didaktik ISBN: 0815360193 ISBN-13(EAN): 9780815360193 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Bringing to bear a wealth of literature from curriculum theory, Didaktik, philosophy of education and teacher education, this book broadens and enriches the conversation initiated by Michael Young and his colleagues on "bringing knowledge back in" (Young, 2007).
Название: Deutscher wortschatz - beschreiben, lernen, lehren ISBN: 3631655487 ISBN-13(EAN): 9783631655481 Издательство: Peter Lang Рейтинг: Цена: 15860.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Die Erkenntnisinteressen, Ans tze und Methoden der Wortschatzforschung innerhalb der germanistischen Linguistik haben sich in j ngerer Zeit grundlegend gewandelt. Der Band enth lt die Beitr ge der Sektion Deutscher Wortschatz , die auf dem Deutschen Germanistentag 2013 in Kiel vorgetragen wurden. Ans tze und Methoden der Ermittlung sowie Ordnung und Beschreibung des deutschen Wortschatzes werden hier ausf hrlich vorgestellt. Au erdem pr sentieren die Herausgeber Untersuchungsergebnisse zu Wortschatzerwerb, Wortschatzerweiterung und Wortschatzvertiefung bei Kindern und Jugendlichen mit Deutsch als Erst-, Zweit- oder Fremdsprache. Dar ber hinaus stellen sie Ans tze und Methoden der Wortschatzdidaktik zur Wortschatzarbeit im Unterricht vor und berichten ber Untersuchungen von Wortsch tzen in unterschiedlichen gesellschaftlichen Kommunikations- und Praxisbereichen.
Название: Didaktik and curriculum in ongoing dialogue ISBN: 036756808X ISBN-13(EAN): 9780367568085 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
Didaktik and Curriculum in Ongoing Dialogue revives the dialogue between the continental European Didaktik tradition and the Anglo-Saxon tradition of curriculum. It highlights important research findings that bridge cultural differences and argues for a mutual exchange and understanding of ideas.
Through analyses of shared conditions and cultural differences, the book invites a critical stance and continued dialogue on issues of significant importance for the current and future education of children and young people. It combines research at empirical, conceptual, and theoretical levels to shed light on the similarities between the Didaktik and Anglo-Saxon educational traditions, calling for a comprehensive understanding of teaching and a renewed focus on content and knowledge.
Addressing theoretical issues within contemporary educational scholarship, the book will be of great interest to academics, researchers, and post-graduate students in the fields of curriculum studies, education theory, and comparative education.
The Open Access version of this book, available at http: //www.taylorfrancis.com/books/e/9781003099390, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
Автор: Autio, Tero Название: Subjectivity, Curriculum, and Society ISBN: 0805854681 ISBN-13(EAN): 9780805854688 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Поставка под заказ.
Автор: Dwivedi, Poushpi (vidyasagar University, West Bengal, India.) Narvi, Shahid S. (motilal Nehru National Institute Of Technology-allahabad, Up, India.) Название: Embracing the future: creative industries for environment and advanced society 5.0 in a post-pandemic era ISBN: 1032245824 ISBN-13(EAN): 9781032245829 Издательство: Taylor&Francis Рейтинг: Цена: 20671.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book offers a critical and reflective discussion of contemporary challenges for education relating to sustainability and post-factual truths in light of the concepts of knowledge and Bildung.The book uses the concepts of knowledge and Bildung as keys to grasp what education is, and how the different educational traditions can complement a better understanding of challenges to education. Knowledge is taken as the core of the Anglo-American and French educational traditions, and Bildung is key for German and Nordic Didaktik traditions. The book presents comparative analytical work from international scholars who discuss Bildung aims in the light of sustainability, and knowledge in light of the ‘post-factual’ era.Building on the 2021 book Didaktik and Curriculum in Ongoing Dialogue, the book will be highly relevant for researchers, scholars and postgraduate students in the fields of educational theory, pedagogy, curriculum studies and comparative education.
Автор: Westbury, Ian Название: Teaching As A Reflective Practice ISBN: 0805829202 ISBN-13(EAN): 9780805829204 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Автор: Autio, Tero Название: Subjectivity, Curriculum, and Society ISBN: 041565212X ISBN-13(EAN): 9780415652124 Издательство: Taylor&Francis Рейтинг: Цена: 7654.00 р. Наличие на складе: Поставка под заказ.
Автор: Michael Uljens; Rose M. Ylimaki Название: Bridging Educational Leadership, Curriculum Theory and Didaktik ISBN: 3319586483 ISBN-13(EAN): 9783319586489 Издательство: Springer Рейтинг: Цена: 6986.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time.
Автор: Boynton, Kimberly A. (Saint Mary`s College, Indiana, USA) Название: Didaktik and Curriculum in Ongoing Dialogue ISBN: 0367568101 ISBN-13(EAN): 9780367568108 Издательство: Taylor&Francis Рейтинг: Цена: 5817.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Didaktik and Curriculum in Ongoing Dialogue revives the dialogue between the Continental European Didaktik tradition and the Anglo-Saxon tradition of curriculum.
Описание: Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time.
Автор: Hans Joachim Burscheid; Horst Struve Название: Empirische Theorien im Kontext der Mathematikdidaktik ISBN: 3658230894 ISBN-13(EAN): 9783658230890 Издательство: Springer Рейтинг: Цена: 5877.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Mathematisches Wissen im Kontext empirischer Theorien.- Didaktisch relevante Themen im Kontext empirischer Theorien.
Автор: Westbury Ian, Hopmann Stefan, Riquarts Kurt Название: Teaching as a Reflective Practice: The German Didaktik Tradition ISBN: 1138983675 ISBN-13(EAN): 9781138983670 Издательство: Taylor&Francis Рейтинг: Цена: 7195.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This volume presents a mix of translations of classical and modern papers from the German Didaktik tradition, newly prepared essays by German scholars and practitioners writing from within the tradition, and interpretive essays by U.S. scholars. It brings this tradition, which virtually dominated German curricular thought and teacher education until the 1960s when American curriculum theory entered Germany--and which is now experiencing a renaissance--to the English-speaking world, where it has been essentially unknown. The intent is to capture in one volume the core (at least) of the tradition of Didaktik and to communicate its potential relevance to English-language curricularists and teacher educators. It introduces a theoretical tradition which, although very different in almost every respect from those we know, offers a set of approaches that suggest ways of thinking about problems of reflection on curricular and teaching praxis (the core focus of the tradition) which the editors believe are accessible to North American readers--with appropriate "translation." These ways of thinking and related praxis are very relevant to notions such as reflective teaching and the discourse on teachers as professionals. By raising the possibility that the "new" tradition of Didaktik can be highly suggestive for thinking through issues related to a number of central ideas within contemporary discourse--and for exploring the implications of these ideas for both teacher education and for a curriculum theory appropriate to these new contexts for theorizing, this book opens up a gold mine of theoretical and practical possibilities.
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