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Knowledge, policy and practice in teacher education : a cross-national study /
"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...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London :
Bloomsbury Academic,
2019.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a2200000 i 4500 | ||
|---|---|---|---|
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| 003 | OCoLC | ||
| 005 | 20231017213018.0 | ||
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| 020 | |a 9781350068704 |q (electronic bk.) | ||
| 020 | |a 1350068705 |q (electronic bk.) | ||
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| 020 | |a 1350068691 |q (electronic bk.) | ||
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| 020 | |z 9781350068681 |q (paperback) | ||
| 020 | |z 1350068683 |q (paperback) | ||
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| 035 | |a (OCoLC)1083642018 |z (OCoLC)1083928384 |z (OCoLC)1167812069 | ||
| 037 | |a 9781350068704 |b codeMantra | ||
| 050 | 4 | |a LB1707 |b .K66 2019 | |
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| 049 | |a UAMI | ||
| 245 | 0 | 0 | |a Knowledge, policy and practice in teacher education : |b a cross-national study / |c edited by Maria Teresa Tatto and Ian Menter. |
| 264 | 1 | |a London : |b Bloomsbury Academic, |c 2019. | |
| 264 | 4 | |c Ã2019 | |
| 300 | |a 1 online resource (xv, 305 pages) : |b illustrations (black and white) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Intro; Title Page; Copyright Page; Contents; Notes on Contributors; Acknowledgements; Foreword; Part One: Setting the Scene; Chapter 1: Understanding Teacher Education Policy and Practice Cross-Nationally; Introduction; References; Chapter 2: The Significance of Teacher Education; Introduction; Teacher education as a contested issue and a public policy problem; Approaches to policy and practice in teacher education; The goals and structure of this book; References; Part Two: Country Cases; Chapter 3: Knowledge, Policy and Practice in Learning Teaching in Australia; Introduction | |
| 505 | 8 | |a A snapshot of current teacher education provisions in AustraliaThe history of teacher education in Australia; The last ten years -- Teacher education as a policy imperative; 2014-18: TEMAG and the next wave of reforms; Concluding comments: Opportunities for teacher education research; References; Chapter 4: Learning to Teach in the Czech Republic: Reviewing Policy and Research Trends; Introduction; History of teacher education; Teacher education in the Czech Republic after 1993; Teacher education graduate profiles: Mathematics | |
| 505 | 8 | |a Example of a teacher education program for lower and upper future secondary teachers (mathematics sequence) at Charles University, Faculty of EducationExamples of Czech lower and upper secondary teaching structured programs; Research on teacher education in the Czech Republic; Influences on learning to teach: A review of the empirical literature; Results of comparison of teacher education in Czechoslovakia and the Czech Republic; Concluding remarks; References; Chapter 5: Learning to Teach in England: Reviewing Policy and Research Trends; Introduction | |
| 505 | 8 | |a The history of teacher education in EnglandPhases in the development of teacher education in England; Summary; Teacher education research in England; Analysis of recent policy documents; Conclusions; References; Chapter 6: Learning to Teach in Finland: Historical Contingency and Professional Autonomy; Introduction; Methodology; Historical processes framing teacher training in Finland; The status of research-based teacher training; The Teacher Education Program in the University of Helsinki; Results organized according to the key issues; Conclusion; References | |
| 505 | 8 | |a Chapter 7: Learning to Teach in Hong KongIntroduction; The theoretical framework; Methods; Findings; Discussion and conclusion; Acknowledgement; References; Chapter 8: Learning to Teach in Israel: Reviewing Policy and Research Trends; Introduction; Periodization in Israeli teacher education; 'Learning to teach' sequence in Israel; 'Learning to teach' expected outcomes; Methodology; Influences on learning to teach: A review of the empirical literature; Discussion; Conclusion; References; Chapter 9: Learning to Teach in Italy: Reviewing Policy and Research Trends | |
| 520 | |a "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."-- |c Provided by publisher | ||
| 588 | 0 | |a Print version record. | |
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a Teachers |x Training of. | |
| 650 | 0 | |a Teachers |x Training of |x Government policy. | |
| 650 | 6 | |a Enseignants |x Formation. | |
| 650 | 6 | |a Enseignants |x Formation |x Politique gouvernementale. | |
| 650 | 7 | |a EDUCATION |x Essays. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Reference. |2 bisacsh | |
| 650 | 7 | |a Teachers |x Training of. |2 fast |0 (OCoLC)fst01144404 | |
| 650 | 7 | |a Teachers |x Training of |x Government policy. |2 fast |0 (OCoLC)fst01144413 | |
| 700 | 1 | |a Tatto, Maria Teresa, |e editor. | |
| 700 | 1 | |a Menter, Ian, |d 1949- |e editor. | |
| 776 | 0 | 8 | |i Print version: |t Knowledge, policy and practice in teacher education. |d London : Bloomsbury Academic, 2019 |z 9781350068681 |w (OCoLC)1079206894 |
| 856 | 4 | 0 | |u https://ebsco.uam.elogim.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2012767 |z Texto completo |
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