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The history of the School of Music of the Universidad Nacional is told from the testimonial voices of educational protagonists. Retired and active academics who have had or have important musical pedagogical contributions for the development of the School and national culture were selected.
School Of Music (Universidad Nacional (Costa Rica)) --- Universidad Nacional (Costa Rica) --- History --- University Professors --- Musicians --- Artists
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The history of the School of Music of the Universidad Nacional is told from the testimonial voices of educational protagonists. Retired and active academics who have had or have important musical pedagogical contributions for the development of the School and national culture were selected.
Educational: Music --- School Of Music (Universidad Nacional (Costa Rica)) --- Universidad Nacional (Costa Rica) --- History --- University Professors --- Musicians --- Artists --- School Of Music (Universidad Nacional (Costa Rica)) --- Universidad Nacional (Costa Rica) --- History --- University Professors --- Musicians --- Artists
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Als we het over vrouwen in de academische wereld hebben denken we in eerste instantie aan vrouwelijke studenten en hoogleraren. Dit boek gooit het over een andere boeg en belicht de vrouwen van hoogleraren. Met name de vrouwen van de Krans van Professorendames , een vereniging die 100 jaar geleden in Groningen werd opgericht. Ontstaan uit een informele ontmoeting van vrouwen van hoogleraren werd dit reeds vlug een volwaardige vereniging met bestuur en statuten. In dit boekje wordt de ontwikkeling van de vereniging en haar betekenis voor de academische wereld geschetst. Het vormt een aanvulling op de reeds bestaande kennis over vrouwen in de wetenschappelijke wereld.
Social organizations --- Higher education --- Higher education --- Professors --- Organizations --- Partenaires --- Book --- anno 1900-1999 --- anno 2000-2099 --- Netherlands
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The history of the School of Music of the Universidad Nacional is told from the testimonial voices of educational protagonists. Retired and active academics who have had or have important musical pedagogical contributions for the development of the School and national culture were selected.
Educational: Music --- School Of Music (Universidad Nacional (Costa Rica)) --- Universidad Nacional (Costa Rica) --- History --- University Professors --- Musicians --- Artists
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This text is made up of two great nuclei of ideas. The first concerns training and historical development that allow a definition of the unique profile that the School of Art and Visual Communication offers the country through artistic education. Here we analyze the contributions of two administrative periods that are fundamental, because it is during their duration that the identity that characterizes the School as an educational and artistic institution is forged. The second part refers to the plastic-artistic, intellectual and teaching production of outstanding professors. This section characterizes the facets that distinguish the work of each author considered and gives a global idea of the values of their artistic production, their projection to the country and the artistic environment from the spheres of creation, art criticism, insertion in museums and teaching itself.
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In a time when it seems like we've run into the limits on what Marx, Dewey, and Freud might hold for liberatory critique, this peculiarly uplifting book seeks to identify some promising thinking and teaching practices, especially for work in our contemporary “corporate university of excellence.” With auto-ethnography as a baseline for reflection on her personal teaching life in this troubling political era, as well as an insistence that all students are future teachers whether they seek formal work in classrooms or not, Barbara Regenspan selects insights descending from her horribly imperfect trinity (Marx, Dewey, and Freud), to revaluate what it means to have “obligations to unknowable others” in our complex and global reality. Drawing on an interdisciplinary cast of contemporary social theorists such as Avery Gordon, Deborah Britzman, Maxine Greene, Bill Readings, and Alain Badiou, this book traces hauntagogical thinking and related classroom practice–hauntagogy–pedagogy aimed to create wide-awakeness through the unearthing of acts of historical and interpersonal hauntings. Balanced between critique and hope, Regenspan offers the field of Educational Studies including teacher education, but also higher education more generally, a way of conceiving of the classroom as a place where contradictions in discourses are mined with and for our students who will be future teachers in the formal or informal sense. Here is a view of what historical materialism might hold for the relationship between democracy and education and what that relationship means for new, wild, conceptions of self, politics, and spirituality. “Barbara Regenspan combines the personal, the political, and the educational in creative ways in this volume. In the process, she provides a number of important insights into the human complexities and necessary commitments involved in struggling toward an education that is worthy of its name.” – Michael W. Apple, John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin, Madison and author of Can Education Change Society? “So much of my experience as an American teacher fell into place while reading this book. Regenspan never veers far from the pragmatic and personal realities of being an American educator right now, grappling with indifference, short-sightedness and disillusionment of the system. Her deft, and often profound intellectual work is peppered with anecdotes, both personal and pedagogical, and these accounts of teaching and learning on the ground level make her case fierce and fresh. Haunting and the Educational Imagination is politically humane and intellectually electrifying.” – Tony Hoagland, Professor of Creative Writing at the University of Houston, National Book Award Finalist, teacher of high school English teachers, and author of Unincorporated Persons in the Late Honda Dynasty. Cover design by Madison Kuhn.
Education. --- Education, Higher -- Philosophy. --- Teacher educators -- Biography. --- Teaching -- Philosophy. --- Education --- Social Sciences --- Education - General --- Teaching --- Education, Higher --- Philosophy. --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Teacher educators --- Biography. --- Education professors --- Education teachers --- Professors of education --- Professors of teaching --- Teachers of education --- College teachers
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College teachers --- Academicians --- Academics (Persons) --- College instructors --- College lecturers --- College professors --- College science teachers --- Lectors (Higher education) --- Lecturers, College --- Lecturers, University --- Professors --- Universities and colleges --- University academics --- University instructors --- University lecturers --- University professors --- University teachers --- Teachers --- Attitudes. --- Political activity. --- Faculty --- ollege teachers
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College teachers --- Choral conductors --- Composers --- Academicians --- Academics (Persons) --- College instructors --- College lecturers --- College professors --- College science teachers --- Lectors (Higher education) --- Lecturers, College --- Lecturers, University --- Professors --- Universities and colleges --- University academics --- University instructors --- University lecturers --- University professors --- University teachers --- Teachers --- Choir directors --- Choir masters --- Choirmasters --- Choral directors --- Conductors (Music) --- Songwriters --- Musicians --- Faculty --- Pfautsch, Lloyd.
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This book is a review of more than twenty years of international research on teacher educators. It offers a solid overview of what is known about the professional roles, professional behaviour and professional development of teacher educators. A systematic analysis of the focus, methods and data sources of 137 key publications on teacher educators make this book into an important reference work for everyone interested in the work of and research on teacher educators. There is a growing consensus that teacher educators largely determine the quality of teachers and hence, the quality of education. Through this book, Lunenberg, Dengerink and Korthagen provide not only insights into the various roles of teacher educators and the complexity of their work, but they also discuss building blocks for ongoing structured and in-depth professional development. The authors clarify that if we wish to take ‘being a teacher educator’ seriously, it is imperative that we build our understanding on research data. The book shows that although the number of studies on teacher educators is growing, the research in this field is still scattered. The authors highlight the need to create a coherent research programme on teacher educators and provide concrete suggestions for such a programme.
Education -- Study and teaching (Higher). --- Teacher educators -- Training of. --- Education --- Social Sciences --- Education - General --- Teacher educators. --- Teacher educators --- Study and teaching (Higher) --- Training of. --- Education professors --- Education teachers --- Professors of education --- Professors of teaching --- Teachers of education --- Education. --- Education, general. --- College teachers --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training
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As a teacher educator you are (or were) identified as a credible practitioner in your given community of practice. As an early career teacher educator, there is an assumption that the transition from your successful previous position, in a related community of practice, to that of an academic teacher educator will occur through a process of osmosis or instinctive learning in situ. Handbook for Teacher Educators contains chapters written by experienced international teacher educators who draw on their experience and expertise to help early career teacher educators prepare for some of the demands, challenges and rewards. The chapters discuss some of the habits intrinsic to the profession and provide an insight into procedures and practices that are compatible with core professional expectations and professional values. In essence, if you are an early career teacher educator, what is useful to know in order to develop an identity as a knowledgeable skilled teacher educator?
Education. --- Teacher educators. --- Teachers -- Training of. --- Education --- Social Sciences --- Theory & Practice of Education --- Education - General --- Teachers --- Training of. --- Education professors --- Education teachers --- Professors of education --- Professors of teaching --- Teachers of education --- Teacher education --- Teacher training --- Teachers, Training of --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- College teachers
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