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Book
ISBN: 0710010214 Year: 1972 Publisher: London Routledge and Kegan Paul
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ISBN: 003910513X Year: 1984 Publisher: London Holt, Rinehart and Winston
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Periodical
ISSN: 13775103 Year: 2001 Publisher: Brussel OVSG (Onderwijssecretariaat van de Steden en Gemeenten van de Vlaamse Gemeenschap)
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ISBN: 9001756409 Year: 1985 Publisher: Groningen Wolters-Noordhoff
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ISBN: 9023172027 Year: 1984 Publisher: Purmerend Muusses
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ISBN: 9780134985695 0134988744 9780134988740 Year: 1988 Publisher: Englewood Cliffs, N.J. Prentice Hall
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ISBN: 3631817460 3631791615 Year: 2020 Publisher: Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften,
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Der Band fokussiert, wie die in der Lehrerforschung etablierten Konstrukte «Wissen» und «Überzeugungen» fachdidaktisch zu profilieren sind. Die Beiträge gehen der Frage nach, welche Konturen und Herausforderungen in der Erforschung von fachlichem und fachdidaktischem Wissen und fachspezifischen Überzeugungen von Deutschlehrkräften auszumachen sind.
Book
ISBN: 1776444639 Year: 2023 Publisher: Johannesburg : UJ Press,
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"The lessons drawn on in this book are clear: do not wait to reach some place or position in life where you feel like you are prepared to give back or pour into people; you are already prepared and positioned on some level!" Prof Glenda Gray, President and CEO of the South African Medical Research Council There are barely any research mentorship books despite many conversations on it within academia and the role it can potentially play in the development and retention of academics in the pipeline. Academic institutions, appear not to have any solid mentorship frameworks that can be used to guide academics in the provision of robust research mentorship programmes. This original book details how research mentorship helped the author, a black woman in a predominately male-dominated patriarchal environment and the 33 mentees whose expressions have been captured in the book, to reach the pinnacle of academia despite a severe shortage of African women who have ascended to leadership roles within academia. The book showcases the value of research mentorship in developing leadership and support to the next generation of academics as well as deduce lessons learnt that can help to carry the knowledge enterprise forward. Further, it illustrates how research mentorship aided African women researchers in navigating non-diverse environments, early career struggles, post-graduate studies, work-life challenges as well complexities of scientific productivity, professional visibility, scientific connectivity (networks and collaborations), and resource mobilization, among others. The book offers potential mentors and mentees context-specific guidelines for effective mentorship, and best practices to enable scale-up. It also demonstrates how mentorship can contribute towards inclusivity and diversity and thus aid in narrowing persistent disparities in research, science, and academia.
Periodical
Year: 1992 Publisher: Wilmore, KY : The Association,
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Year: 2020 Publisher: [Place of publication not identified] : SciELO Books - Editora UNESP,
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Esta obra é uma publicação do Grupo de Pesquisas e Estudos em Psicologia Moral e Educação Integral - GEPPEI e de convidados que trazem discussões teóricas e relatos de práticas inovadoras em educação. Cada uma das partes reúne um conjunto de capítulos. Na primeira parte contemplam-se horizontes para os caminhos em busca da ressignificação das práticas educacionais, a partir de pontos de vista diversos alicerçados na apresentação e construção de correlações entre teorias de Jean Piaget, Rudolf Steiner, Paulo Freire entre outros. Na segunda parte, os autores traçaram novas rotas que foram construídas a partir de experiências iniciadas pela vontade de mudança e com poucas certezas do que ocorreria no caminho. Os relatos mostram que com fundamentação teórica, coragem, iniciativa e perseverança foi possível construir muitas histórias emocionantes e motivadoras para a ressignificação da educação. As experiências apresentadas foram elaboradas com base em princípios que contemplassem os objetivos de ressignificação da educação, elas nos mostram que no dia-a-dia, é possível construir práticas que priorizam a participação de todos, com respeito às diferenças individuais, e com o estabelecimento de espaços para a construção coletiva, cooperativa e significativa para todos os envolvidos no processo de formação para autonomia. As práticas se iniciam com um desejo de mudança, não só no ambiente escolar, mas, na sociedade pois, ao desenvolver a capacidade crítica poderão exercer a participação cidadã na construção de uma sociedade plural e democrática.
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