Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Der Sammelband befasst sich mit einem umfassenden Ansatz zur Verbesserung der Qualität von Lehre und Studium. Mit dem Konzept der pädagogischen Hochschulentwicklung plädieren die AutorInnen dafür, bei der Umsetzung von Veränderungsprojekten die verschiedenen Ebenen der Hochschule zu verschränken. Zum Beispiel sollten Initiativen, die eine Lehrveranstaltung betreffen, idealerweise die (Aus )Wirkungen auf den Ebenen der Studienprogramme und der Organisation berücksichtigen und aktiv gestalten. Die einzelnen Beiträge stellen beispielhafte Initiativen aus unterschiedlichen Disziplinen und Hochschulformen dar und illustrieren, wie die genannten Ebenen in der praktischen Umsetzung verzahnt werden können. Der Inhalt Modell der pädagogischen Hochschulentwicklung Hochschulentwicklung auf den Ebenen der Lernumgebung, Studienprogramme und Organisation Change Management und Leadership Die Zielgruppen Dozierende und Studierende verschiedener Fachrichtungen mit Interesse an der Weiterentwicklung von Lehre und Studium HochschuldidaktikerInnen, HochschulentwicklerInnen, in Hochschulleitungen Tätige Die HerausgeberInnen Prof. Dr. Taiga Brahm ist Assistenzprofessorin für Hochschulentwicklung an der Universität St. Gallen. Dr. Tobias Jenert ist Projektleiter am Institut für Wirtschaftspädagogik (IWP) der Universität St. Gallen. Prof. Dr. Dieter Euler ist Direktor des Instituts für Wirtschaftspädagogik (IWP) der Universität St. Gallen und Professor für Wirtschaftspädagogik und Bildungsmanagement.

Higher education. --- Learning. --- Instruction. --- Curriculums (Courses of study). --- Education—Curricula. --- Higher Education. --- Learning & Instruction. --- Curriculum Studies.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This edited volume focuses on Curriculum scholars' critical reflections on teacher education (TE) within South Africa to offer insights into critical considerations for the socio-economic, transformational, social and environmental justice and decolonization challenges that the country faces. Much of the literature on teacher education takes on a policy and practice focus to the exclusion of deep and fundamental curriculum questions on what is teacher education for, for whom, where and who decides. Within South Africa, the Minimum Requirements for Teacher Education Qualification (MRTEQ) forms the official policy that informs teacher education curriculum and certification to become a teacher. This volume raises critical and complicated questions for teacher educators and curriculum scholars to inspire a deeper understanding of teacher education beyond a set of parochial policy prescribed modules/courses that one needs to take to become a professional teacher. Labby Ramrathan is Professor in the School of Education at the University of KwaZulu-Natal, South Africa. He is an NRF rated researcher and the editor of the Journal of Education, co-editor of the Springer series on Key Thinkers in Education and general editor of the Alternation African Scholarship Book series. His areas of scholarship include curriculum studies, teacher development and higher education. Suriamurthee Maistry is Professor in the School of Education at the University of KwaZulu-Natal, South Africa. He is a Curriculum Scholar and currently leads a project titled “Higher Education Curriculum and Pedagogic Responsiveness in the context of Innovative Artificial Intelligence (AI).” Sylvan Blignaut is Professor in the Department of Postgraduate Studies in the Faculty of Education at Nelson Mandela University, South Africa. His research interests centre on curriculum policy and theory, educational change, teacher epistemologies and decolonisation of higher education. .

Teachers --- Education, Higher. --- Education --- Teaching and Teacher Education. --- Higher Education. --- Curriculum Studies. --- Training of. --- Curricula.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This book examines the evolution and innovation of teacher education in Singapore in the 21st century. It covers teacher education reforms in the conceptualising and implementing of the Teacher Education for the 21st Century (TE21) Model and discusses curriculum improvements that are aligned to new competencies; values development that re-envision teacher professionalism and calling; pedagogical changes that emphasise self-directed inquiry and technology-enabled learning; strengthened theory–practice linkages and enhanced teaching practices through school partnerships and mentoring; and impactful education research in areas such as assessment and developing teaching competencies, practices and mentoring. Teacher education in Singapore focuses on developing professional leaders in the field of education who are proactive problem-solvers and empowered researchers. It entails a long-term vision of education and an innovative approach to develop teachers with design skills and an inquiring mindset to understand learners in the fast-changing digital and mobile world. This book is aimed at scholars, researchers, policymakers, teacher educators and teachers as well as anyone interested in learning the philosophy behind Singapore’s unique TE21 Model for the 21st century and beyond.

Teaching. --- Learning. --- Instruction. --- Curriculums (Courses of study). --- Education—Curricula. --- Teaching and Teacher Education. --- Learning & Instruction. --- Curriculum Studies.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This edited volume brings together authors from various cultural backgrounds to address the racialized roots of the (un)civil war in American society and schooling. While exposing substractive schooling practices, it also provides counter-narrative school curriculum that builds cross-cultural bridges and connects learners across racial lines. It also includes critical reading and discussion questions for students in the fields of education, school leadership, sociology, ethnic studies, history, school teacher and counselor preparation, psychology, and public policy. In bringing together a wide collaboration of authors, the text models the practices of inclusion that must occur in order to transform American public education beyond its racialized roots. Amy Murray holds an EdD in Educational Leadership from California State University, Sacramento, USA. Rose Borunda is Professor Emeritus at California State University, Sacramento, USA.

Schools. --- Social justice. --- Teaching. --- Education --- Race. --- School Research. --- Social Justice. --- Pedagogy. --- Curriculum Studies. --- Race and Ethnicity Studies. --- Curricula.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This book discusses the discipline standards of History in Australian universities in order to help historians understand the Threshold Learning Outcomes and to assist in their practical application. It is divided into two sections: The first offers a scholarly exploration of contemporary issues in history teaching, while the second section discusses each of the Threshold Learning Outcomes and provides real-world examples of quality pedagogical practice. Although the book focuses on the discipline of history in Australia, other subjects and other countries are facing the same dilemmas. As such, it includes chapters that address the international context and bring an international perspective to the engagement with discipline standards. The innovation and leadership of this scholarly community represents a new stage in the transformation and renewal of history teaching.

Curriculum development --- Didactics --- Higher education --- HO (hoger onderwijs) --- didactiek --- curriculumontwikkeling --- Curriculums (Courses of study). --- Education—Curricula. --- Higher education. --- Learning. --- Instruction. --- Curriculum Studies. --- Higher Education. --- Learning & Instruction.