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Teachers. --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- School employees
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School librarians must not only manage the library, but also serve as educational leaders. Farmer shows how school library programs must be planned in light of standards and school community needs. She compares and differentiates between management and leadership, and provides guidelines to help you transition from competent manager to inspiring leader.
School libraries --- Administration. --- School librarians --- Vocational guidance. --- Librarians --- School employees
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Many studies of teacher motivation have been conducted in different contexts over time. However, until fairly recently there has not been a reliable measure available to allow comparisons across samples and settings. This has resulted in an abundance of findings which cannot be directly compared or synthesised. The FIT-Choice instrument offers the opportunity to examine motivations across settings. The various studies in this book suggest that people who choose teaching as a career are motivated by a complex interaction of factors embedded within communities and cultural expectations, but seem generally to embrace a desire to undertake meaningful work that makes for a better society. Unlike some careers, where rewards are in the form of salary and status, by and large these factors are not strong drivers for people who want to become teachers. They want to work with children and adolescents, and believe they have the ability to teach.
Teacher morale. --- Teachers --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- School employees --- Teaching satisfaction --- Job satisfaction --- Teacher morale --- Morale --- Job satisfaction. --- Mental health.
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The Work and Lives of Teachers offers a simple but original argument: that the cultural attitudes toward the teaching profession measurably influence how students perform. Cohen uses both ethnographic portraits and personal accounts from teachers for several countries to explore the meaning and value of teaching worldwide. This study includes the ways in which teachers in these countries are educated, recruited, compensated, and perceived by parents, students, administrators, and the culture at large. Teachers' voices, so rarely heard in international educational studies, are front and center here, highlighting the daily work in the classroom and the pleasures and struggles of engaging in today's teaching profession. The lesson, briefly stated, is that societies are only as good as the people who teach in them.
Teachers --- Teaching --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- School employees --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training
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The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies. Watch handbook editors D. Jean Clandinin and Jukka Husu and handbook working editorial board members Jerry Rosiek, Mistilina Sato and Auli Toom discuss key aspects of the new handbook: https://www.youtube.com/watch?v=Yee8cZVakfc
Teachers --- Education --- Educational research --- Training of&delete& --- Research --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- School employees --- Training of. --- Research. --- Philosophy. --- Teacher education --- Teacher training --- Teachers, Training of --- Teaching --- Training of
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Fifty years ago, in 1967, free education was introduced in Ireland for attendance at second-level schools and expansion of provision of education at both this and third-level followed. Currently, great interest is developing in this landmark development in Irish history, which was probably the most significant initiative taken in regard to education in Ireland from Independence from Britain in 1922 to the present. This book contributes to the interest generated by this landmark anniversary by tracing the history of teacher preparation in Ireland. It relates to the introduction the 'free education' education scheme introduced in 1967, in that it provides an exposition on the nature of teacher preparation for teaching in primary and second-level schools both before and after the initiative was taken. Thus, it traces the history of teacher preparation through a number of stages; from education for nation-building in the new post-colonial society to partaking in the recent neo-liberal agenda sweeping through education systems throughout the world. This book should be of interest not only to Irish educationists, historians and policy makers, but also to their counterparts internationally, as well as to comparative educationists. It can be seen as providing an exposition which can be used by teacher educators in many parts of the world which they can use to sharpen their perceptions of their own situations through comparison and contrast, provoke ideas for critical discussion, and stimulate them to come to an understanding of the importance of considering contemporary developments within their wider historical contexts.
Teachers --- Education and state --- Training of --- History --- History. --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- School employees --- Government policy --- History of education.
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This collection centres the diverse narrative experiences of six early-career US teachers who identify as critically reflective practitioners. The contributors cogently demonstrate how teachers with critically reflective mindsets take active steps to ensure that they are cognizant of how their intersecting social identities impact how they arrive at making different types of decisions (big and small), interact with students from varied backgrounds, and negotiate competing demands and expectations in and out of their classrooms. The contributors have carefully thought about how learning and teaching are complex processes that involve significant ethical, moral, and social responsibilities. While they do not offer easy answers to the complex challenges that teachers negotiate on a daily basis, their willingness to share their concerns, experiences, and lesson learned offer timely perspectives about the possibilities and promise of using critical reflection as a means to challenge and close persistent academic, equity, and opportunity gaps that disproportionately and persistently impact students from underserved populations. The editors offer strategies for developing and supporting critically reflective teachers with a focus on transforming PK-12 and teacher education through an equity-centric lens. They contend that aspiring and earlier-career teachers greatly benefit from employing critical reflection in their daily lives to not only survive but to also thrive in an increasingly complex sociopolitical climate. Additional resources and guiding questions are included with specific foci on teacher educators and other major decision-makers in PK-12 education who are directly involved with the education, professional development, and socialization of early-career teachers.
Teaching --- onderwijs --- opvoeding --- anno 2000-2099 --- 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 --- Teachers. --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- School employees
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Teaching. --- Teachers. --- Teacher-student relationships. --- Pupil-teacher relationships --- Student and teacher --- Student-teacher relationships --- Students and teachers --- Teacher and student --- Teacher-pupil relationships --- Teachers and students --- Interpersonal relations --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- School employees --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training
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This book offers a comprehensive, up-to-date review of the recent professional developments of teachers of English in the western region of China in the context of English language teaching reform and teacher education reform. It discusses a wealth of theories, frameworks, qualitative case studies and quantitative investigations, while also covering a range of key practices that are indispensable. It equips readers with an in-depth understanding of the impact of the current curriculum reform on the promotion of teachers’ cognition, emotions, attitudes and awareness of their self-development, as well as teachers’ corresponding efforts to update their educational concepts, reassess their teacher roles, enhance their teaching skills, and implement new approaches to their professional development. It is a valuable resource for anyone pursuing research in this field as well as in-service teachers, teacher educators and education administrators. And as it offers practical help for the potential difficulties and challenges they might encounter, it is also a must-read for the student teachers of English.
Teaching and Teacher Education. --- Pedagogic Psychology. --- Philosophy of Education. --- Education. --- Philosophy and social sciences. --- Applied linguistics. --- Teaching. --- Educational psychology. --- Applied Linguistics. --- Teachers --- English language --- Professional relationships. --- In-service training --- Study and teaching (Higher) --- Germanic languages --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- School employees --- Education --- Psychology. --- Philosophy. --- Psychology, Educational --- Psychology --- Child psychology --- Linguistics --- Social sciences and philosophy --- Social sciences --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training
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Knowledge, Sociology of. --- Comparative education. --- International education. --- Teachers --- Global education --- Education --- Intellectual cooperation --- Internationalism --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- School employees --- Education, Comparative --- Knowledge, Theory of (Sociology) --- Sociology of knowledge --- Communication --- Knowledge, Theory of --- Public opinion --- Sociology --- Social epistemology --- Training of --- History --- Comparative and International Education Society. --- Michigan State University. --- Michigan State College. --- Michigan. --- C.I.E.S. --- Cies --- Sociedad de Educación Comparada Internacional
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