Teacher Learning and Development : The Mirror Maze

Peter Aubusson

ISBN 10: 1402046235 / ISBN 13: 9781402046230

Edité par Springer, 2008

A propos de cet article

Druck auf Anfrage Neuware - Printed after ordering - This series in teacher education, Self-study of Teacher Education Practices (S-STEP), is designed to capture and portray a range of approaches to se- study of teaching and teacher education practices. In so doing, it is anti- pated that the work of teachers and teacher educators might come to be better understood and valued as the complexity of the work of teaching and teaching about teaching is articulated and described for others. The series was initiated in order to complement the International Handbook of Self-study of Teaching and Teacher Education Practices (Loughran et al., 2004) so that the diversity in approaches to self-study could be highlighted for all those involved in the teaching and researching of professional practice. Pinnegar (1998) described self-study as a methodology for studying the s- tings in which professional practice takes place and, as such, suggested that self-study should lead to improvements in teaching and teacher education by uncovering and articulating insights in the processes of teaching and learning. In this way, a clear intention of self-study is that it might ultimately enhance s- dents'learning and teacher and teacher educators'understanding of practice.

N° de réf. du vendeur 9781402046230

Détails bibliographiques

• Titre: Teacher Learning and Development : The Mirror Maze
• Éditeur: Springer
• Date de parution: 2008
• Langue: anglais
• ISBN à 10 chiffres: 1402046235
• ISBN à 13 chiffres: 9781402046230
• Reliure: Taschenbuch
• État de l'article: Neu
• Dimensions: 234 L x 155 H x 15 P (en millimètres) 234 millimètres de largeur par 155 millimètres de hauteur par 15 millimètres de profondeur
• Poids: 413 grammes

A propos de ce titre

Synopsis

This series in teacher education, Self-study of Teacher Education Practices (S-STEP), is designed to capture and portray a range of approaches to se- study of teaching and teacher education practices. In so doing, it is anti- pated that the work of teachers and teacher educators might come to be better understood and valued as the complexity of the work of teaching and teaching about teaching is articulated and described for others. The series was initiated in order to complement the International Handbook of Self-study of Teaching and Teacher Education Practices (Loughran et al., 2004) so that the diversity in approaches to self-study could be highlighted for all those involved in the teaching and researching of professional practice. Pinnegar (1998) described self-study as a methodology for studying the s- tings in which professional practice takes place and, as such, suggested that self-study should lead to improvements in teaching and teacher education by uncovering and articulating insights in the processes of teaching and learning. In this way, a clear intention of self-study is that it might ultimately enhance s- dents’learning and teacher and teacher educators’understanding of practice.

Présentation de l'éditeur

This book synthesises current practice and research developments from internationally recognised scholars and practitioners. In doing so, it provides theoretical and practical knowledge which informs teacher education, development and professional learning.