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: This edited book compiles pedagogical practices and studies of Content and Language Integrated Learning (CLIL) from two sites: Spain, where CLIL has been widely implemented for more than a decade, and Japan, where the CLIL approach is still in its relative infancy, and quickly gaining momentum.
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: TESOL Teacher Education in a Transnational World ISBN: 0367442752 ISBN-13(EAN): 9780367442750 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: TESOL Teacher Education in a Transnational World critically examines theories and practices in contemporary TESOL teacher education to shed new light on the intersection of transnationalism and language teacher education.
Updated for your 2020 certification, Cirrus Test Prep's unofficialFTCE General Knowledge Test Study Guide: Exam Prep Book with Practice Questions for the Florida Teacher Certification Examination of General Knowledge was made for educators, by educators Because we understand your life is busy, we created a study guide that isn't like other books out there. With FTCE General Knowledge Test Study Guide, you get a quick but full review of everything on your exam. FREE online resources are also included with your study guide Imagine having FREE practice questions, online flash cards, study "cheat" sheets, and 35 test tips available anytime, anywhere on your cell phone or tablet. Cirrus Test Prep's resources will give you the push you need to pass your test the first time.
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Название: Knowledge, Policy and Practice in Teacher Education ISBN: 1350068683 ISBN-13(EAN): 9781350068681 Издательство: Bloomsbury Academic Рейтинг: Цена: 19008.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
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
Автор: Frances R. Spielhagen, Nicole Speranzo Название: Pedagogy into Practice: A Handbook for New Teachers ISBN: 1641137975 ISBN-13(EAN): 9781641137973 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 7069.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: The purpose of this book is to help new teachers transition from students in education courses to proactive educators who can translate what they have learned in methods classes into realistic practices as novice teachers. This book will help these candidates operationalize good educational pedagogy and understand the connections between theory and practice. This book will also explain the logical connections between standard curriculum theory and certification examinations like the edTPA.
Автор: Frances R. Spielhagen, Nicole Speranzo Название: Pedagogy into Practice: A Handbook for New Teachers ISBN: 1641137983 ISBN-13(EAN): 9781641137980 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 13167.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: The purpose of this book is to help new teachers transition from students in education courses to proactive educators who can translate what they have learned in methods classes into realistic practices as novice teachers. This book will help these candidates operationalize good educational pedagogy and understand the connections between theory and practice. This book will also explain the logical connections between standard curriculum theory and certification examinations like the edTPA.
Content Knowledge in English Language Teacher Education provides original professional experiences and research accounts of teaching language in the specific context of English language teacher education programmes in diverse international settings, with contributions from Argentina, Australia, Chile, China, Ecuador, Japan, Mexico, the USA and Turkey.
The volume focuses on how teacher educators plan and deliver modules which help future teachers understand English as a system and develop English language proficiency. The contributors describe and analyse their professional practices in designing, delivering and evaluating modules or courses on understanding the English language as a system, i.e. content knowledge, exploring the teaching of elements such as phonetics, phonology, grammar, pragmatics, philology, and discourse analysis. In addition, they draw on their vast professional experience to explore how to successfully develop competence and language skills in English so that teachers can become models and proficient users of the language for their students. The contributions range from more historical and functionally linguistic focused chapters to more sociocultural explorations of teaching English to future teachers including interculturality, multilingualism, World Englishes, critical thinking skills, academic writing, and literacy through literature. The accounts shed light on the diverse practices of educators from many different countries, contexts, and cultural and linguistic backgrounds, drawing links between policy and practice, to locate much of English language teacher education and curriculum development outside the so-called 'inner circle' of native English-language speaking contexts, practitioners, and researchers.
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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