Synopsis
Considers effective approaches to initial teacher learning by comparing policy across 12 countries, with careful attention to context, bringing together historical, theoretical, and empirical work
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
À propos des auteurs
Maria Teresa Tatto is Southwest Borderlands Professor of Comparative Education in the Division of Educational Leadership and Innovation at Mary Lou Fulton Teachers College, Arizona State University, USA. She is also Visiting Professor at Bath Spa University, UK, and Editor of Education Policy Analysis Archives.
Ian Menter is Emeritus Professor of Teacher Education at the University of Oxford, UK. He is Senior Research Associate at Kazan Federal University, Russia, Visiting Professor at Ulster University, Northern Ireland, Visiting Professor at Bath Spa University, UK, and Honorary Professor at the University of Exeter, UK. He is a Past-President of both the British and Scottish Educational Research Associations (BERA and SERA).
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
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Knowledge, Policy and Practice in Teacher Education : A Cross-National Study
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Paperback. Etat : New. Knowledge, Policy and Practice in Teacher Education reviews the evolution of education policy on initial teacher education as an indicator of the knowledge that is considered important for nation building. It also looks at research on approaches and structures to initial teacher learning as an indication of the intellectual and moral direction to which schooling must aspire. Contributors look at these dynamics across a range of societies including Australia, the Czech Republic, England, Finland, Hong Kong, Israel, Italy, Japan, South Korea, Mexico, Russia, and the USA. Using a review of the literature approach within a comparative framework, the book seeks to answer the following questions for each country:What has been the evolution of different approaches to learning to teach in each setting, and what factors have influenced change over the years?What are the underlying theories that characterize past and current thinking about the knowledge, skills and dispositions needed by teachers and what evidence is used to support these theories?What does a review on the state of the knowledge about teacher education over the past 30 years reveal about the evolution of the research and knowledge traditions that have supported current and past innovations in teacher education? Maria Teresa Tatto and Ian Menter explore international variability in different conceptions of knowledge in the context of learning to teach and explore the way in which national and international influences interact in the developing trajectories of teacher education policy and practice, considering what knowledge is considered important for teachers to have. N° de réf. du vendeur LU-9781350178991
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Knowledge, Policy and Practice in Teacher Education : A Cross-National Study
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ISBN 10 : 1350178993
ISBN 13 : 9781350178991
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Knowledge, Policy and Practice in Teacher Education: A Cross-National Study
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Knowledge, Policy and Practice in Teacher Education (Paperback)
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Paperback. Etat : new. Paperback. Knowledge, Policy and Practice in Teacher Education reviews the evolution of education policy on initial teacher education as an indicator of the knowledge that is considered important for nation building. It also looks at research on approaches and structures to initial teacher learning as an indication of the intellectual and moral direction to which schooling must aspire.Contributors look at these dynamics across a range of societies including Australia, the Czech Republic, England, Finland, Hong Kong, Israel, Italy, Japan, South Korea, Mexico, Russia, and the USA. Using a review of the literature approach within a comparative framework, the book seeks to answer the following questions for each country:What has been the evolution of different approaches to learning to teach in each setting, and what factors have influenced change over the years?What are the underlying theories that characterize past and current thinking about the knowledge, skills and dispositions needed by teachers and what evidence is used to support these theories?What does a review on the state of the knowledge about teacher education over the past 30 years reveal about the evolution of the research and knowledge traditions that have supported current and past innovations in teacher education?Maria Teresa Tatto and Ian Menter explore international variability in different conceptions of knowledge in the context of learning to teach and explore the way in which national and international influences interact in the developing trajectories of teacher education policy and practice, considering what knowledge is considered important for teachers to have. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. N° de réf. du vendeur 9781350178991
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Knowledge, Policy and Practice in Teacher Education: A Cross-National Study
Edité par
Bloomsbury Academic, 2020
ISBN 10 : 1350178993
ISBN 13 : 9781350178991
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Knowledge, Policy and Practice in Teacher Education : A Cross-National Study
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Bloomsbury Academic, 2020
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ISBN 13 : 9781350178991
Neuf
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Knowledge, Policy and Practice in Teacher Education : A Cross-National Study
Edité par
Bloomsbury Academic, 2020
ISBN 10 : 1350178993
ISBN 13 : 9781350178991
Ancien ou d'occasion
Couverture souple
Vendeur : GreatBookPricesUK, Woodford Green, Royaume-Uni
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