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Author: Mark Robin Campbell Publisher: Routledge ISBN: 1136950850 Category : Education Languages : en Pages : 206
Book Description
Constructing a Personal Orientation to Music Teaching promotes inquiry and reflection to facilitate teacher growth, lifelong learning and a disposition toward educational change. Strongly grounded in current theories and research in teacher education, the text engages readers in analyzing their own experiences in order to conceptualize the complexity of teaching; involves them in clarifying their reasons for seeking a career in teaching; supports their insights, questions, and reflections about their work; and promotes a reflective, critical attitude about schools in general as teachers are urged to think of themselves as change agents in school settings.
Author: Mark Robin Campbell Publisher: Routledge ISBN: 1136950850 Category : Education Languages : en Pages : 206
Book Description
Constructing a Personal Orientation to Music Teaching promotes inquiry and reflection to facilitate teacher growth, lifelong learning and a disposition toward educational change. Strongly grounded in current theories and research in teacher education, the text engages readers in analyzing their own experiences in order to conceptualize the complexity of teaching; involves them in clarifying their reasons for seeking a career in teaching; supports their insights, questions, and reflections about their work; and promotes a reflective, critical attitude about schools in general as teachers are urged to think of themselves as change agents in school settings.
Author: Colleen McLaughlin Publisher: Cambridge University Press ISBN: 110761869X Category : Education Languages : en Pages : 167
Book Description
This book is part of The Cambridge Teacher series, edited by senior colleagues at the University of Cambridge Faculty of Education, which has a longstanding tradition of involvement in high quality, innovative teacher education and continuing professional development.
Author: Jason Travis Jay Publisher: ISBN: Category : Languages : en Pages : 76
Book Description
The role of teacher educators is vital to education, but when the population of public-school students shifts, or progress and advances in knowledge of the field or knowledge for teaching emerge, teacher education faces challenges. One such challenge involves a continuing increase in the proportion of second language learners entering primary and secondary schools, English learners (ELs) in this case. In such situations, teacher educators often do not have deep knowledge of second language acquisition or how to integrate attention to ELs within their regular courses. One response to this challenge is to provide professional development (PD) for teacher education faculty. This qualitative study explored how faculty responded to a PD focused on developing understandings of second language acquisition with opportunity to consider how it might be taken up in their own teaching of teachers. We interviewed eight teacher education faculty members about their learning and their response to participating in this PD effort. Using data analysis methods specified by Miles, Huberman, and Saldaña (2014), we gained a better understanding of how faculty responded to the PD in general and how it contributed to their positioning as participants within the PD. The importance of this study is that it can help professional development coordinators and facilitators understand the importance of positioning or orientation of participants as they begin a learning experience. Future research could examine ways in which learning opportunities can be designed to take into account the variability in these orientations.
Author: Diane H. Bunker Publisher: ISBN: Category : Educational leadership Languages : en Pages :
Book Description
In a 21st century world where students will need mastery of both core subjects and applied skills, the purpose of this qualitative study was to explore the congruence of teachers' orientations to education and the 21st century learning needs of students. The educational orientation of participants/teachers was measured by the Educational Orientation Questionnaire (Quam, 1998) with follow-up interviews and classroom observations focused on exploring their perceived readiness for 21stcentury learning in the classroom and congruence of their orientation to learning and the development of 21st century skills. Study findings will raise awareness of where teachers are on the continuum of pedagogy to andragogy and the ways in which their educational orientation influences their perceived readiness for the classroom and 21st century student learning. Study findings will also aid teacher educators and school leaders in recognizing the need to provide teacher training, either pre-service or professional development, to ensure our teachers can meet the needs of 21st century learners in the K-12 educational arena.
Author: Carmel Conn Publisher: Taylor & Francis ISBN: 104014747X Category : Education Languages : en Pages : 188
Book Description
Working with Uncertainty for Educational Change explores the liberating possibilities for those who seek to embrace existing research into uncertainty and complexity at diverse levels in the world of education. The lives of education professionals are built upon a multitude of decision-making events that frame each working day. With a range of expert contributors, this insightful book brings together varied perspectives on the nature of complexity within educational contexts, focusing particularly on the emotional work involved in change. Organised into two major parts, its first part focuses on the intellectual challenge of thinking about uncertainty by exploring the dominant discourses of certainty in the field of education. The second part, on the other hand, considers how we can embrace uncertainty within practice by exploring conditions that support reflection, agency and acceptance of ambiguity. Presenting themes on a wide range of educational issues including curriculum, pedagogy, equity, leadership and professional learning, this book will appeal to teachers, educational leaders, practitioners and researchers as well as students on undergraduate and postgraduate programmes with an education focus.
Author: Yuhong Jiang Publisher: Springer ISBN: 3662536374 Category : Education Languages : en Pages : 430
Book Description
This book offers a comprehensive, up-to-date review of the recent professional developments of teachers of English in the western region of China in the context of English language teaching reform and teacher education reform. It discusses a wealth of theories, frameworks, qualitative case studies and quantitative investigations, while also covering a range of key practices that are indispensable. It equips readers with an in-depth understanding of the impact of the current curriculum reform on the promotion of teachers’ cognition, emotions, attitudes and awareness of their self-development, as well as teachers’ corresponding efforts to update their educational concepts, reassess their teacher roles, enhance their teaching skills, and implement new approaches to their professional development. It is a valuable resource for anyone pursuing research in this field as well as in-service teachers, teacher educators and education administrators. And as it offers practical help for the potential difficulties and challenges they might encounter, it is also a must-read for the student teachers of English.
Author: Québec (Province). Direction de la formation et de la titularisation du personnel scolaire Publisher: [Québec] : Direction de la formation et de la titularisation du personnel scolaire ISBN: 9782550343141 Category : Teachers Languages : en Pages : 20
Author: OECD Publisher: OECD Publishing ISBN: 9264541349 Category : Languages : en Pages : 220
Book Description
The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
Author: Mark Robin Campbell
Author: Mark Robin Campbell
Author: Québec (Province). Ministère de l'éducation
Author: Colleen McLaughlin
Author: Jason Travis Jay
Author: Diane H. Bunker
Author: Carmel Conn
Author: Yuhong Jiang
Author: Québec (Province). Direction de la formation et de la titularisation du personnel scolaire
Author: Joan P. Sullivan Kowalski
Author: OECD