Описание: The core concepts of Existential philosophy explored in this volume imply that a teacher`s lived experience cannot be defined solely by professional knowledge or dictates. Teachers have the capacity to create subjective meaning through their own agency, and there is no guarantee that those subjective meanings will accord with professional dictates.
Автор: Huang Название: Teaching and Research in the Knowledge-Based Society ISBN: 303104438X ISBN-13(EAN): 9783031044380 Издательство: Springer Рейтинг: Цена: 20962.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book addresses common themes relating to the teaching and research nexus in the knowledge-based society through historical, comparative and empirical perspectives. It analyzes traditions of academic systems and national initiatives, and other factors affecting the main characteristics of the teaching and research nexus in eleven case countries from Asia, Europe, North America and South America. The book identifies key challenges of the academy, and trends in relation to the teaching and research nexus. The focus of case countries is on the attitudes and activities of the academy, as reported in the international comparative survey “The Academic Profession in the Knowledge-Based Society” (APIKS) in 2017-18. The data compared with previous international comparative survey “The Changing Academic Profession” (CAP) in 2007-08 in most chapters to make time series changes. The book discusses the teaching and research nexus in the case countries similar to and different from those of reference countries drawing on findings from the international databanks of the two international comparative surveys and previous research.
Описание: Countering the commonplace view of teaching as inclusive, this collection highlights the persistence of inequalities in the teaching profession. It explores the ways in which gender, ethnicity, social class and other identity markers shape teachers` experiences in a range of institutional and national contexts.
1. Sketches as Inquiry, Or How Does a Boa Constrictor Digest an Elephant?.- 2. Starting with the Right Question: Not What Is Literacy, but Why Is Literacy?.- 3. A Dilemma for the Teacher Educator: Navigating the 21st Century Literacy Landscape.- 4. Deconstructing the Literacy Dilemma: Predicating a Search for Clarity and Cohesiveness.- 5. Framing Literacy as Sense-making: A Re-Designed Model of the Literacy Event.- 6. What Does a Redesigned Model of the Literacy Event Mean for Instruction?.- 7. Literacy as Sense-making: Presenting an Available Design for 21st Century Education.
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