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Handbook for teacher educators : transfer, translate or transform /
As a teacher educator you are (or were) identified as a credible practitioner in your given community of practice. As an early career teacher educator, there is an assumption that the transition from your successful previous position, in a related community of practice, to that of an academic teache...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Rotterdam :
Sense Publishers,
[2014]
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Handbook for teacher educators : |b transfer, translate or transform / |c edited by S. Rodrigues. |
| 264 | 1 | |a Rotterdam : |b Sense Publishers, |c [2014] | |
| 264 | 4 | |c ©2014 | |
| 300 | |a 1 online resource (xi, 137 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 347 | |a text file | ||
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| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a As a teacher educator you are (or were) identified as a credible practitioner in your given community of practice. As an early career teacher educator, there is an assumption that the transition from your successful previous position, in a related community of practice, to that of an academic teacher educator will occur through a process of osmosis or instinctive learning in situ. Handbook for Teacher Educators contains chapters written by experienced international teacher educators who draw on their experience and expertise to help early career teacher educators prepare for some of the demands, challenges and rewards. The chapters discuss some of the habits intrinsic to the profession and provide an insight into procedures and practices that are compatible with core professional expectations and professional values. In essence, if you are an early career teacher educator, what is useful to know in order to develop an identity as a knowledgeable skilled teacher educator? | ||
| 505 | 0 | |a TABLE OF CONTENTS -- CONTRIBUTING AUTHORS -- 1. FROM PHILOSOPHY AND RESEARCH TO PEDAGOGY AND PRACTICE -- 1.1 INTRODUCTION -- 1.1.1 The Signature Pedagogy of a Teacher Educator -- 1.2 AN OVERVIEW OF THE BOOK -- 1.2.1 The Structure of the Book -- 1.3 CONCLUSION -- REFERENCES -- AFFILIATIONS -- 2. UNDERSTANDING PEDAGOGY -- 2.1 INTRODUCTION -- 2.2 BEDROCK PRINCIPLES INFORMING PROFESSIONAL IDENTITY -- 2.3 UNDERSTANDING EARLY YEARS PEDAGOGY -- 2.4 BECOMING A PEDAGOGICALLY REFLECTIVE EARLY YEARS TEACHER | |
| 505 | 8 | |a 2.4.1 Why is Critical Reflection Necessary for Supporting a Participatory Approach to Learning as Part of Teacher Education Prog2.5 GENERIC PEDAGOGICAL APPROACHES -- 2.6 PEDAGOGIES SUPPORTING MEANING-MAKING AND META-COGNITIVE LEARNING. -- 2.6.1 Examining How Language Impacts on Learning Outcomes -- 2.7 BACKGROUND TO COLLABORATIVE INTERACTIVE DISCUSSIONS (CID) -- 2.7.1 Creating a CID -- 2.7.2 Running a CID As a Learning Tool for a Group -- 2.7.3 Structure of a CID at a Glance. (See Figure 2.1) -- 2.7.4 Implementing a CID for Groups of 3-6 -- 2.7.5 Discussion | |
| 505 | 8 | |a 2.8 PERSONAL MEANING-MAKING MAP (PMMM)2.9 CONCLUSION -- REFERENCES -- AFFILIATIONS -- 3. DEVELOPING REFLECTIVE PRACTICE -- 3.1 INTRODUCTION -- 3.1.1What is Reflective Practice? -- 3.1.2 Why Reflective Practice? -- 3.1.3 Using the 9 Steps of Reflection Pedagogical Approach -- 3.2 ACTION RESEARCH: A STRATEGY TO SUPPORT REFLECTION -- 3.2.1 Teacher Action Research: Pedagogical and Participatory -- 3.2.2 Underlying Principles and Processes of Action Research -- 3.3 DEVELOPING REFLECTIVE PRACTICE THROUGH COTEACHING -- 3.4 CONCLUSION -- REFERENCES -- AFFILIATIONS | |
| 505 | 8 | |a 4. DEVELOPING SUBJECT KNOWLEDGE4.1 INTRODUCTION -- 4.2 SUBJECT KNOWLEDGE -- 4.3 CURRICULUM KNOWLEDGE -- 4.4 PEDAGOGIC KNOWLEDGE -- 4.5 PERSONAL PERSPECTIVES -- 4.6 THINKING FURTHER ABOUT SUBJECT KNOWLEDGE AND SUBJECT PEDAGOGY -- 4.6.1 Knowing Your Subject -- 4.6.2 Knowing and Understanding Your Subject -- 4.7 THINKING FURTHER ABOUT PEDAGOGICAL SUBJECT KNOWLEDGE -- 4.7.1 Scaffolding the Learning -- 4.7.2 Being Aware of Learners Capabilities -- 4.7.3 Meditational Techniques -- 4.7.4 Auditing Personal Subject Knowledge | |
| 505 | 8 | |a 4.8 REFLECTING ON THE DIFFERENCES BETWEEN TEACHING CHILDREN AND OTHER ADULTS4.9 CROSS-CURRICULAR KNOWLEDGE -- 4.10 THINKING ABOUT SHORTCOMINGS IN YOUR SUBJECT KNOWLEDGE -- 4.10.1 Initial Needs Analysis -- 4.10.2 Identifying Gaps, Weaknesses or an Out-Datedness in Knowledge -- 4.10.3 Reading -- 4.10.4 Accessing and Using Web Based Resources -- 4.10.5 CPD Courses -- 4.10.6 Working with Colleagues -- 4.10.7 Joining Subject Associations -- 4.10.8 Internet and Associated Resources -- 4.11 KEY LEARNING POINTS -- REFERENCES -- AFFILIATIONS | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Teachers |x Training of. | |
| 650 | 0 | |a Teacher educators. | |
| 650 | 6 | |a Enseignants |x Formation. | |
| 650 | 6 | |a Professeurs de sciences de l'éducation. | |
| 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 Teacher educators |2 fast | |
| 650 | 7 | |a Teachers |x Training of |2 fast | |
| 653 | 0 | 0 | |a onderwijs |
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| 653 | 1 | 0 | |a Education (General) |
| 653 | 1 | 0 | |a Onderwijs (algemeen) |
| 700 | 1 | |a Rodrigues, Susan, |e editor. | |
| 776 | 0 | 8 | |i Print version: |t Handbook for teacher educators. |d Rotterdam : Boston : Sense Publishers, [2014] |z 9789462096936 |w (OCoLC)887858012 |
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