9783838315737 - Professional Development as a Process of Renewal: Case Studies of the Courage to Teach Program de Simone, Genét (5 résultats)

Etat : New.

Taschenbuch. Etat : Neu. Professional Development as a Process of Renewal | Case Studies of the Courage to Teach Program | Genét Simone | Taschenbuch | 332 S. | Englisch | 2013 | LAP LAMBERT Academic Publishing | EAN 9783838315737 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu.

Taschenbuch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -What should a teacher teach, and how This is the question typically directing teacher professional development. It neglects, however, a deeper, more powerful inquiry: Who is the person that teaches Rarely is the teacher-as-person addressed in school; yet, a teacher s self-knowledge and inner development profoundly influences how he or she negotiates the complexities of school life, interacts with others, and implements curriculum. Following several teachers for two years in a program called The Courage to Teach, the author pieces together reflections, journals, interviews, and observations, weaving a tapestry that tells the stories of the teachers inner lives, and how they are discovered and claimed in more conscious ways; those discoveries further illuminate how self-knowledge affects teachers interactions and effectiveness in school. Principals, teachers, professional development specialists, and university faculty in teacher education will find this work fascinating. It carefully documents a process rarely captured in educational literature and provides evidence of both the importance and the complexities of teaching from within. 332 pp. Englisch.

Taschenbuch. Etat : Neu. This item is printed on demand - Print on Demand Titel. Neuware -'What should a teacher teach, and how ' This is the question typically directing teacher professional development. It neglects, however, a deeper, more powerful inquiry: 'Who is the person that teaches ' Rarely is the teacher-as-person addressed in school; yet, a teacher's self-knowledge and inner development profoundly influences how he or she negotiates the complexities of school life, interacts with others, and implements curriculum. Following several teachers for two years in a program called The Courage to Teach, the author pieces together reflections, journals, interviews, and observations, weaving a tapestry that tells the stories of the teachers' inner lives, and how they are discovered and claimed in more conscious ways; those discoveries further illuminate how self-knowledge affects teachers' interactions and effectiveness in school. Principals, teachers, professional development specialists, and university faculty in teacher education will find this work fascinating. It carefully documents a process rarely captured in educational literature and provides evidence of both the importance and the complexities of teaching from within.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 332 pp. Englisch.

Taschenbuch. Etat : Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - What should a teacher teach, and how This is the question typically directing teacher professional development. It neglects, however, a deeper, more powerful inquiry: Who is the person that teaches Rarely is the teacher-as-person addressed in school; yet, a teacher s self-knowledge and inner development profoundly influences how he or she negotiates the complexities of school life, interacts with others, and implements curriculum. Following several teachers for two years in a program called The Courage to Teach, the author pieces together reflections, journals, interviews, and observations, weaving a tapestry that tells the stories of the teachers inner lives, and how they are discovered and claimed in more conscious ways; those discoveries further illuminate how self-knowledge affects teachers interactions and effectiveness in school. Principals, teachers, professional development specialists, and university faculty in teacher education will find this work fascinating. It carefully documents a process rarely captured in educational literature and provides evidence of both the importance and the complexities of teaching from within.