Teacher Preparation as an Inspirational Practice, Sherman, Shelley C.
Автор: Sherman Название: Teacher Preparation as an Inspirational Practice ISBN: 0415519381 ISBN-13(EAN): 9780415519380 Издательство: Taylor&Francis Рейтинг: Цена: 7501.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Drawing from the literature base on teaching`s moral dimensions, this book establishes a conceptual framework for responsiveness to students, describes obstacles to its actualization, and suggests approaches for nurturing responsive capacities in teacher candidates.
Автор: Thomas Ursula Название: Advocacy in Academia and the Role of Teacher Preparation Programs ISBN: 1522529063 ISBN-13(EAN): 9781522529064 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 28413.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Due to changes in funding and legislation, educating as a career has become unstable. It is imperative to establish a culture that values education in order to encourage pursuing and preserving the profession of teaching. Advocacy in Academia and the Role of Teacher Preparation Programs is an essential reference source for the latest scholarly research on the need of support for students and faculty by examining policy, student engagement, professorial activism, and integrated allied services. Featuring extensive coverage on a broad range of topics such as student success, specialty programs, and service learning, this publication is ideally designed for academicians, researchers, and practitioners seeking current research on issues of advocacy in education.
Автор: Johnson, Brad (concordia University, Usa) Bowman, Hal Название: Dear teacher ISBN: 0367622211 ISBN-13(EAN): 9780367622213 Издательство: Taylor&Francis Рейтинг: Цена: 3367.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Dear teachers, you are appreciated! This inspirational book, written by motivational speakers Brad Johnson and Hal Bowman, provides daily encouragement to thank you for all that you do in the classroom and beyond.
Автор: Johnson, Brad Название: Dear Teacher ISBN: 0367645807 ISBN-13(EAN): 9780367645809 Издательство: Taylor&Francis Рейтинг: Цена: 17609.00 р. Наличие на складе: Поставка под заказ.
Автор: Brett, Ashley Название: Primary Teacher Solutions ISBN: 1032110279 ISBN-13(EAN): 9781032110271 Издательство: Taylor&Francis Рейтинг: Цена: 20671.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Автор: Brett, Ashley Название: Primary Teacher Solutions ISBN: 1032110287 ISBN-13(EAN): 9781032110288 Издательство: Taylor&Francis Рейтинг: Цена: 4133.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Автор: Andrea D. Lewis Название: Preservice Teachers, Social Class, and Race in Urban Schools ISBN: 1349951269 ISBN-13(EAN): 9781349951260 Издательство: Springer Рейтинг: Цена: 7685.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
This book provides an autobiographical and research-based exploration of the perceptions of Black middle and upper class preservice teachers about teaching and learning in high poverty urban schools. While there is an extensive body of knowledge on White preservice teachers, limited studies examine Black middle and upper class preservice teachers who may also lack experience with students in high poverty urban schools. Through this narrative, the author explores her own professional journey and a research study of former students who experienced the same boundary crossing. Their voices add to the body of current knowledge of how race and class affect the perceptions of preservice teachers.
Автор: Gatti Название: Toward a Framework of Resources for Learning to Teach ISBN: 1137501448 ISBN-13(EAN): 9781137501448 Издательство: Springer Рейтинг: Цена: 11179.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book advances a new framework for learning to teach, using in-depth case studies to show how learning to teach—in any type of program—can best be understood as a recursive and dynamic process, wherein teachers differentially access programmatic, relational, experiential, disciplinary, and dispositional resources. In the last twenty years, debates in the field of teacher preparation have increasingly become paralyzing and divisive as rhetoric around the failure of university teacher preparation intensifies. The author addresses the historical and practical factors that animate these debates, arguing that novice teachers and teacher educators must understand the central conflicts in the field; however, the book also advances a way of approaching learning to teach that accounts for but does not get stuck at the level of programmatic designation. Using lively, in-depth case studies, the author shows how novice urban English teachers from two different teacher preparation pathways—a university-based program and an urban teacher residency—learn to teach within a policy context of high-stakes testing and “college readiness.”
Описание: The primary purpose of this book is to provide science teacher educators with exemplars of professional development programs designed to prepare school teachers to effectively help language learners in science classrooms simultaneously gain language proficiency and conceptual understanding. To this end, this book examines seventeen science teacher preparation programs that span a wide variety of grade levels (elementary, middle, and secondary), countries (Italy, Luxemburg, Spain, UK, and US), and linguistic contexts (English as a Second Language, English as a Foreign Language, trilingual classrooms, and teaching deaf children science through sign language). The book is divided into three main parts. Each part consists of chapters that illustrate a common, cross-cutting theme in science teacher preparation in content-based second language acquisition, namely pre-service teacher preparation, in-service teacher preparation, and international perspectives. Each part provides many insights on the similarities and differences in the professional development approaches used to prepare science teaching with varied amounts of instructional experience help students in different parts of the world overcome linguistic barriers while simultaneously learning concepts central to science. Bringing together researchers from various academic backgrounds (science education, TESOL, and Applied Linguistics), attention is given to varied facets of the intersection of science and language learning in the specific context of school teacher preparation.
Автор: D.R. Lavoie; W.M. Roth Название: Models of Science Teacher Preparation ISBN: 9048157552 ISBN-13(EAN): 9789048157556 Издательство: Springer Рейтинг: Цена: 21655.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This unique, edited book is a must for science educators who desire to improve upon traditional methods for science teaching and learning.
Название: Case studies of clinical preparation in teacher education ISBN: 1475839480 ISBN-13(EAN): 9781475839487 Издательство: Rowman & Littlefield Publishers Рейтинг: Цена: 7603.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book responds to calls for change in teacher education.
This book advocates for an alternative to the hierarchical positioning of leaders. It proposes to value leadership practices which emerge from collective concerns about learning and the realisation that collegial interactions offer opportunities for rich explorations of pedagogy and new understandings to be developed. The book draws upon illustrative examples from a longitudinal study of early career teachers, entitled "Teachers of Promise: Aspirations and realities." It explores matters of personal ambition, support from significant others, and barriers to teacher leadership. It shows that these vary from context to context and individual to individual. Examples highlight the ways in which each teacher's experience has been enabled and constrained by different considerations. In combination, the examples offered demonstrate the need for the teaching profession to be more systematic in identifying and supporting talented teachers who could be the leaders of learning for tomorrow. The book shows that individuals themselves need to have an openness to consider how they might become more effective teachers through their engagement in leadership work. This, it suggests, involves developing a different conception of leadership to counter the prevailing view that leadership is typically positional and defined by its distance from classroom teaching. The more promising portrayal is to link teacher leadership explicitly with learning.
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