Listing 1 - 9 of 9 |
Sort by
|
Choose an application
A pedagogy of teacher education must go well beyond the simple delivery of information about teaching. This book describes and explores the complex nature of teaching and of learning about teaching, illustrating how important teacher educators' professional knowledge is and how that knowledge must influence teacher training practices. The book is divided into two sections. The first considers the crucial distinction between teaching student-teachers and teaching them about teaching, allowing practice to push beyond the technical-rational, or tips-and-tricks approach, to teaching about teaching in a way that brings in the appropriate attitudes, knowledge and skills of teaching itself. Section two highlights the dual nature of student teachers’ learning, arguing that they need to concentrate not only on learning what is being taught but also on the way in which that teaching is conducted.
Education --- Teacher educators. --- Teachers --- Teaching. --- Lerarenopleiding --- Study and teaching (Higher). --- Training of. --- algemeen. --- leren en onderwijzen --- PBIB --- 481.7 --- lerarenopleiding (ler) --- 450.7 --- Lerarenopleidingen --- Opleiding en bijscholing
Choose an application
When teachers are supported to work together in ways that allow them to deepen knowledge of their professional practice, the understandings that emerge from their conversations about quality learning and teaching demonstrate a high level of expertise. Yet such professional knowledge is often deeply embedded within each teacher’s everyday teaching; the tacit knowledge that determines how and why they attend to student learning in certain ways. This book captures the professional knowledge of teachers that developed as the result of an ongoing process of school based change, where teachers began to work differently because they began to think differently about the learning that mattered for their students in their school. The explication of their knowledge of practice became possible due to the ongoing support they received from their school leadership – in most part because leadership trusted them as professionals to responsibly lead student learning. Within this culture of trust and valued collaboration, working alongside external critical friends who supported their professional learning, the teachers engaged in regular, thought provoking and interactive professional dialogue. Together they exposed and challenged each other’s thinking and beliefs about learning and teaching, captured and examined each other’s practice and, ultimately articulated and extended their professional knowledge. The insights about this collaborative learning process and the emergent knowledge and understandings teachers develop about the interactive relationship between learning and teaching, has much to contribute to educational discourse beyond the school setting. Some of that knowledge and the way it looks in practice is shared in this book.
Reflective teaching. --- Educational change. --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Education. --- Education, general. --- Teaching --- Teachers --- Educational planning --- Educational innovations --- Self-rating of --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Education --- Teaching. --- Didactics --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge
Choose an application
Annotation
Teachers --- Teacher educators. --- Education --- Teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Education professors --- Education teachers --- Professors of education --- Professors of teaching --- Teachers of education --- College teachers --- Teacher education --- Teacher training --- Teachers, Training of --- Training of. --- Study and teaching (Higher)
Choose an application
Self-study in teacher education is a growing field and a natural progression from the concept of reflective practice for pre-service teachers. This book is designed to introduce teacher educators to the theory and practice of self-study, in order to explore, understand and improve their teaching about teaching.With studies from an international range of contributors, this book illustrates a variety of approaches to self-study. It describes the issues that teacher educators have chosen to study, how they carried out their research and what the learning outcomes were. Throughout, the emphasi
Teachers --- Teacher educators. --- Education --- Education professors --- Education teachers --- Professors of education --- Professors of teaching --- Teachers of education --- College teachers --- Teacher education --- Teacher training --- Teachers, Training of --- Training of. --- Study and teaching (Higher) --- #PBIB:2002.3 --- Teachers - Training of --- Teacher educators --- Education - Study and teaching (Higher)
Choose an application
The International Handbooks of Teacher Education cover major issues in the field through chapters that offer detailed literature reviews designed to help readers to understand the history, issues and research developments across those topics most relevant to the field of teacher education from an international perspective. This volume is divided into two sections: The organisation and structure of teacher education; and, knowledge and practice of teacher education. The first section explores the complexities of teacher education, including the critical components of preparing teachers for teaching, and various aspects of teaching and teacher education that create tensions and strains. The second examines the knowledge and practice of teacher education, including the critical components of teachers’ professional knowledge, the pedagogy of teacher education, and their interrelationships, and delves into what we know and why it matters in teacher education.
Education, Higher. --- Teachers --- Comparative education. --- Training of. --- In-service training. --- Education, Comparative --- Teacher education --- Teacher training --- Teachers, Training of --- Education --- History --- Teaching and Teacher Education. --- Professional & Vocational Education. --- Higher Education. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Teaching. --- Professional education. --- Vocational education. --- Higher education. --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training
Choose an application
The International Handbooks of Teacher Education cover major issues in the field through chapters that offer detailed literature reviews, designed to help readers to understand the history, issues and research developments across those topics most relevant to the field of teacher education from an international perspective. This volume is divided into two sections: Teacher educators; and, students of teaching. The first examines teacher educators, their role, and the way that role influences the nature of teaching about teaching. In turn, the second explores who students of teaching are, and how that influences the relationship between teaching and learning about teaching.
Teacher education. Teacher's profession --- Teaching --- Technical, artistic and vocational education --- Higher education --- HO (hoger onderwijs) --- onderwijs --- beroepsopleiding --- opvoeding --- lerarenopleiding --- lesgeven --- Teaching. --- Professional education. --- Vocational education. --- Higher education. --- Teaching and Teacher Education. --- Professional & Vocational Education. --- Higher Education. --- College students --- Postsecondary education --- Universities and colleges --- Education, Vocational --- Vocational training --- Work experience --- Education --- Technical education --- Education, Professional --- Career education --- Education, Higher --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training
Choose an application
Scientific literacy is generally valued and acknowledged among educators as a desirable student learning outcome. However, what scientific literacy really means in terms of classroom practice and student learning is debatable due to the inherent complexity of the term and varying expectations of what it means for learning outcomes. To date the teacher voice has been noticeably absent from this debate even though the very nature of teacher expertise lies at the heart of the processes which shape students’ scientific literacy. The chapters that comprise this book tap into the expertise of a group of primary teachers from Our Lady of Good Counsel (OLGC), a primary school that chose to actively engage in teaching for scientific literacy. By analyzing the insights and thinking that emerged as they attempted to unravel some of the pedagogical complexities associated with constructing an understanding of scientific literacy in their own classrooms, these teachers demonstrate the professional knowledge and skill inherent in the expertise of teaching and learning science in a primary classroom. The chapters in this book illustrate the processes and structures that were created at OGLC to provide the conditions that allowed these teachers to explore and build on the range of ideas that informed their approach to teaching for scientific literacy. This book is a compelling example of how a whole school approach to scientific literacy can make a difference for students’ learning of science and offer a concrete example of the development of professional knowledge and practice of teachers.
Education. --- Science -- Study and teaching. --- Education --- Social Sciences --- Education, Special Topics --- Science --- Study and teaching. --- Study and teaching (Secondary) --- Natural science --- Science of science --- Sciences --- Science education --- Scientific education --- Science education. --- Science Education.
Choose an application
There has been a growing interest in the notion of a scholarship of teaching. Such scholarship is displayed through a teacher’s grasp of, and response to, the relationships between knowledge of content, teaching and learning in ways that attest to practice as being complex and interwoven. Yet attempting to capture teachers’ professional knowledge is difficult because the critical links between practice and knowledge, for many teachers, is tacit. Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science teaching. The research underpinning the approach developed by Loughran, Berry and Mulhall offers access to the development of the professional knowledge of science teaching in a form that offers new ways of sharing and disseminating this knowledge. Through this Resource Folio approach (comprising CoRe and PaP-eRs) a recognition of the value of the specialist knowledge and skills of science teaching is not only highlighted, but also enhanced. The CoRe and PaP-eRs methodology offers an exciting new way of capturing and portraying science teachers’ pedagogical content knowledge so that it might be better understood and valued within the profession. This book is a concrete example of the nature of scholarship in science teaching that is meaningful, useful and immediately applicable in the work of all science teachers (preservice, in-service and science teacher educators). It is an excellent resource for science teachers as well as a guiding text for teacher education. Understanding teachers' professional knowledge is critical to our efforts to promote quality classroom practice. While PCK offers such a lens, the construct is abstract. In this book, the authors have found an interesting and engaging way of making science teachers' PCK concrete, useable, and meaningful for researchers and teachers alike. It offers a new and exciting way of understanding the importance of PCK in shaping and improving science teaching and learning. Professor Julie Gess-Newsome Dean of the Graduate School of Education Williamette University This book contributes to establishing CoRes and PaP-eRs as immensely valuable tools to illuminate and describe PCK. The text provides concrete examples of CoRes and PaP-eRs completed in “real-life” teaching situations that make stimulating reading. The authors show practitioners and researchers alike how this approach can develop high quality science teaching. Dr Vanessa Kind Director Science Learning Centre North East School of Education Durham University.
Teaching --- onderwijs --- Education. --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Education --- Science teachers. --- Science --- Study and teaching (Secondary) --- College science teachers --- Teachers
Choose an application
This book presents research involving learning opportunities that are afforded to learners of science when the focus is on linking the formal and informal science education sectors. It uses the metaphor of a "landscape" as it emphasises how the authors see the possible movement within a landscape that is inclusive of formal, informal and free-choice opportunities. The book explores opportunities to change formal school science education via perspectives and achievements from the informal and free-choice science education sector within the wider lifelong, life-wide education landscape. Additionally it explores how science learning that occurs in a more inclusive landscape can demonstrate the potential power of these opportunities to address issues of relevance and engagement that currently plague the learning of science in school settings. Combining specific contexts, case studies and more general examples, the book examines the science learning landscapes by means of the lens of an ecosystem and the case of the Synergies longitudinal research project. It explores the relationships between school and museum, and relates the lessons learned through encounters with a narwhal. It discusses science communication, school-community partnerships, socioscientific issues, outreach education, digital platforms and the notion of a learning ecology.
Science --- Study and teaching. --- Education. --- Science education. --- Lifelong learning. --- Adult education. --- Science Education. --- Learning & Instruction. --- Study and Learning Skills. --- Environmental and Sustainability Education. --- Lifelong Learning/Adult Education. --- Science education --- Scientific education --- Study Skills. --- Environmental education. --- How to study --- Learning, Art of --- Method of study --- Study, Method of --- Study methods --- Life skills --- Adults, Education of --- Education of adults --- Education --- Continuing education --- Open learning --- Learning. --- Instruction. --- Lifelong education --- Lifelong learning --- Permanent education --- Recurrent education --- Adult education --- Learning process --- Comprehension
Listing 1 - 9 of 9 |
Sort by
|