Understanding Teacher Education

Author: James Calderhead
Editor: Routledge
ISBN: 1135718997
Size: 12,33 MB
Format: PDF, ePub, Docs
Read: 305

This text reports a study of 20 student primary teachers, 10 on a conventional PGCE course and 10 on a school-based articled teacher training course. documenting their learning experiences over a two year period, the authors explore the factors that facilitate or impede the students' learning as teachers. In drawing upon these case studies together with existing theoretical models of professional development, the authors distinguish several key characteristics of learning to teach and discuss the implications of these for the design of effective school- based teacher education courses.

Improving Induction

Author: Maxine Bailey
Editor: Routledge
ISBN: 1134471769
Size: 17,74 MB
Format: PDF, ePub, Docs
Read: 953

Induction - the first year of a teacher's career - is a crucial, and potentially difficult, period. This book is the work of a well-known and highly respected team of experts on the subject and is based on a comprehensive nationwide research project into the implementation and effectiveness of the latest statutory regulations covering induction in England. It includes not only findings from this research, but also numerous ideas from, and examples of, best practice. Including case studies from primary and secondary schools, in the state and private sectors, this book raises awareness of the complexities entailed in inducting new teachers, addresses the issues, dilemmas and problems of induction and celebrates the achievements of the national induction policy. Its insights provide an invaluable guide to the effective implementation of induction in schools.

Research In Education

Size: 14,69 MB
Format: PDF, ePub
Read: 182

Reflective Practice In Malaysian Teacher Education

Author: Wai Heng Lee
Editor: Marshall Cavendish International
ISBN: 9789812103208
Size: 13,81 MB
Format: PDF, Kindle
Read: 232

This book explores how Malaysian student teachers practice reflection during their teaching practicum, how practice contexts influenced their practices and which aspects of professional knowledge were constructed from their reflective practices. It was found that there were two levels of reflective practices among student teachers. The public level consisted of reflections through existing mechanisms post conference discussions, post-lesson analyses and weekly journals. Reflections were very weak at this level. At the private level, student teachers reflected deeply upon their experiences. They examined their own teaching, their pupils, and their beliefs or values about teaching. However, these reflections were not documented. Reflections at this private level were rich and varied but they were not visible to the supervisors. Two significant findings are that student teachers reflective practices lacked an element of inquiry, and that reflective practices were carried out individual

Learning For The Future

Author: Mary Kalantzis
Editor: Common Ground Pub
ISBN: 9781863354950
Size: 17,54 MB
Format: PDF, ePub, Mobi
Read: 217

Examines the ways in which the changing purposes of education have to inform the development of new identities. The publication recognises different forms of cultural capital and competence and facilitating the educating whole persons for a multicultural and global era and equity in education.

Encyclopedia Of Education States Zirbes

Author: James W. Guthrie
Editor: MacMillan Reference Library
ISBN: 9780028655949
Size: 15,79 MB
Format: PDF, ePub, Mobi
Read: 309

Intended to provide a comprehensive description of the enterprise of education both within the United States and throughout the world. Approximately 900 articles offer a view of the institutions, people, processes, and products found in educational practice.

Staff Development And Teaching Development In Subject Areas And Higher Education

Author: Yin Cheong Cheng
Editor: Springer
Size: 19,20 MB
Format: PDF, ePub, Docs
Read: 825

Understanding Expertise In Teaching

Author: Amy Tsui
Editor: Cambridge University Press
ISBN: 9780521635691
Size: 14,57 MB
Format: PDF
Read: 473

The author clarifies the nature of expertise in language teaching, its development, and how teachers employ it. This book is the first detailed study of what expertise in language teaching consists of and how it develops in language teachers. Exploring the classroom practices of her subjects in four illuminating case studies, Tsui succeeds in clarifying the nature of expertise in language teaching, the factors that shape and influence its development, and how teachers employ their expertise in teaching. In the process, the author critically examines an extensive literature on teacher cognition and shows how teachers' theories, knowledge, experience, and goals shape their classroom practices and their ability to move from novice to expert.

Case Study Analysis In The Classroom

Author: Renee W. Campoy
Editor: SAGE
ISBN: 9780761930280
Size: 12,28 MB
Format: PDF
Read: 702

Presented in an engaging and stimulating manner, Case Study Analysis in the Classroom: Becoming a Reflective Teacher provides beginning teachers a variety of typical classroom problems to analyze and solve. Solving the case study problems helps new teachers develop the knowledge bases they need to solve real problems in their own classrooms. More than a book of cases, it is an important starting point for students learning about case study research, especially the analysis of cases and their potential uses in the classroom. In addition, readers will also be guided through the process of reflective problem solving, developing an educational philosophy, and writing their own case studies.

The Teacher As Researcher Case Studies In Educational Research

Author: Ken Sell
Editor: Lulu.com
ISBN: 1304957047
Size: 16,74 MB
Format: PDF, Kindle
Read: 722

What does it mean to be a 'teacher researcher'? This book explores this question by showcasing examples of what teachers are doing when they act as a teacher researcher. While classroom teachers have always collected information and read to improve their teaching knowledge the concept of 'teacher as researcher', in the traditional researcher sense, is a relatively new concept in schools and classrooms. This book showcases how teachers from across the globe are contributing to the field of educational knowledge by acting as a 'teacher researcher'. The central premise of this book is that when teachers act as a teacher researcher they engage in a powerful professional development strategy: one that increases their individual and collective teaching capacities, which in turn, engages them in school reforms and innovations which enable teachers to deal with short and long term educational challenges.