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Rethinking Teacher Education for the 21st Century

Authors: --- --- ---
ISBN: 9783847412571 9783847422419 Year: Pages: 402 DOI: 10.3224/84742241 Language: English
Publisher: Verlag Barbara Budrich
Subject: Education
Added to DOAB on : 2019-11-19 11:21:03
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This book focuses on current trends, potential challenges and further developments of teacher education and professional development from a theoretical, empirical and practical point of view. It intends to provide valuable and fresh insights from research studies and examples of best practices from Europe and all over the world. The authors deal with the strengths and limitations of different models, strategies, approaches and policies related to teacher education and professional development in and for changing times (digitization, multiculturalism, pressure to perform).

Keywords

Teacher training

Professione insegnante

Authors: ---
Book Series: Didattica generale e disciplinare - Open Access ISBN: 9788891793867 Year: Pages: 282 Language: Italian
Publisher: FrancoAngeli
Subject: Social Sciences --- Education
Added to DOAB on : 2020-05-15 04:50:32
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Nowadays, what's the idea of ​​professionalism for the teacher? And how is it possible to promote the professional development of teachers in the changing school? This volume offers a significant cross-section with the contributions of those scholars who have dealt with the "professional development" object, by looking at it from various theoretical perspectives.

Candide, La fée carabine et les autres. Vers un modèle didactique de la lecture littéraire

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Book Series: Exploration ISSN: 07213700 ISBN: 9783034314794 Year: Pages: 303 DOI: 10.26530/OAPEN_619090 Language: French
Publisher: Peter Lang International Academic Publishing Group Grant: Swiss National Science Foundation (SNSF) - OAPEN-CH - 170362
Subject: Education --- Languages and Literatures
Added to DOAB on : 2016-11-03 11:01:09
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How do teachers read Voltaire's Candide and The Pennac rifle fairy with 16 year-old students? Beyond the different effects related to the length and status of texts, this book shows that teachers use school activities to read literary texts and ensure links with the readings of the students.

The Mathematics Education of Prospective Secondary Teachers Around the World

Authors: --- --- --- --- et al.
Book Series: ICME-13 Topical Surveys ISSN: 2366-5947 ISBN: 9783319389646 9783319389653 Year: Pages: 58 DOI: 10.1007/978-3-319-38965-3 Language: English
Publisher: Springer Nature
Subject: Education --- Mathematics
Added to DOAB on : 2017-02-24 12:31:16
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This volume shares and discusses significant new trends and developments in research and practices related to various aspects of preparing prospective secondary mathematics teachers from 2005–2015. It provides both an overview of the current state-of-the-art and outstanding recent research reports from an international perspective. The authors completed a thorough review of the literature by examining major journals in the field of mathematics education, and other journals related to teacher education and technology. The systematic review includes four major themes: field experiences; technologies, tools and resources; teachers' knowledge; and teachers' professional identities. Each of them is presented regarding theoretical perspectives, methodologies, and major findings. Then the authors discuss what is known in the field and what we still need to know related to the major topics.

Chapter 6 Double agent? (Book chapter)

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ISBN: 9781138580237 9781138580251 9780429507489 Year: Pages: 18 Language: English
Publisher: Taylor & Francis
Subject: Philosophy
Added to DOAB on : 2019-05-21 11:21:02
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This chapter will focus on the positionality of a teacher-researcher as a moral agent (Macfarlane 2009) when conducting ethnography. As Guillemin and Gillam above, I find the double role of a teacher-researcher informing all the phases of the research. Therefore, reflection is also needed, not only as the final phase of the research project, but throughout the process. I will discuss ethical considerations concerning both the students and the colleagues, moments of reflection and my solutions on how to define the topics and design the methods when conducting ethnography in my own educational community.

Didactic classroom studies

Authors: --- ---
ISBN: 9789188661500 9789188661456 Year: Pages: 244 DOI: 10.21525/kriterium.14 Language: English
Publisher: Kriterium
Subject: Education
Added to DOAB on : 2019-01-18 12:10:57
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"In the anthology Didactic classroom studies. A potential research direction didactic classroom studies are characterized and discussed in relation to, on the one hand, didactics and, on the other hand, classroom studies. It is argued that classroom studies has particular potential for realizing the ambitions that constitute didactics in empirical studies – to simultaneously focus processes of teaching and learning as well as the content of these processes and how they interact, and at the same time emphasize that teaching and learning as classroom work is intentional and flows towards specific goals. Classroom studies are not limited to pay (empirical) attention to the student, teacher or content, but have the capacity to focus on how these aspects interact and depend on each other. The research is delimited in contextual and situational terms of teaching-learning wholes, rather than primarily in terms of components (e.g., student, teacher or content). This translates to that classroom studies can capture and examine teaching and learning processes including their dependence of specific contexts in which they are conducted. The potential that lies in the work of classroom studies for didactics is attended to and described in more detail than previous research has done along with a set of example studies, which is a significant contribution of the anthology as a whole. The book gives examples of eight different classroom studies that focus different content areas with varied but related theoretical perspectives and specific methodological approaches. Through these concrete examples, as described and discussed in relation to each other in two concluding commentary chapter, the didactic value of the studies is made visible and didactic classroom studies are described as constituting ‘a potential research direction’. Through a detailed analysis of the chapters with empirical studies – in terms of their research questions and knowledge interests, research contexts, theoretical and analytical perspectives, specific empirical designs and didactical consequences – a number of issues are identified that could be addressed and further developed. In this way, the volume contributes not only to identifying didactic classroom studies as a potentially central research focus in educational science but also outlines a further direction for this research."

Planlos durchs Praktikum?

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Book Series: Beiträge der Schweizer Bildungsforschung ISBN: 9783847403098 9783847400530 Year: Pages: 205 DOI: 10.3224/84740053 Language: German
Publisher: Verlag Barbara Budrich
Subject: Education
Added to DOAB on : 2019-03-22 11:21:04
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In the practical training of prospective teachers in schools, a goal-oriented acquisition of competence is to be aimed at. In particular, the consulting method of goal-oriented pedagogical coaching, with the three core elements of work relationship, goal definition skills and goal-oriented work, plays a central role and can contribute to the expansion of action competence. The author explains how.

Empowering Teachers to Build a Better World

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Book Series: SpringerBriefs in Education ISBN: 9789811521379 Year: Pages: 135 DOI: 10.1007/978-981-15-2137-9 Language: English
Publisher: Springer Nature
Subject: Education --- Political Science --- Sociology
Added to DOAB on : 2020-05-14 09:27:58
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This open access book presents a comparative study on how large-scale professional development programs for teachers are designed and implemented. Around the world, governments and educators are recognizing the need to educate students in a broad range of higher order cognitive skills and socio-emotional competencies, and providing effective opportunities for teachers to develop the expertise needed to teach these skills is a crucial aspect of effective implementation of curricula which include those goals. This study examines how large-scale efforts to empower teachers for deeper instruction have been designed, how they have been implemented, and their outcomes. To do so, it investigates six programs from England, Colombia, Mexico, India, and the United States. Though all six are intended to broaden and deepen students’ curricular aspirations, each takes this expansion of curricular goals in a different direction. The ambitious education reforms studied here explicitly focus on building teachers’ capacity to teach on a broader set of goals. Through a discerning analysis of program documents, evaluations, and interviews with senior leaders and participants in the programs, the book identifies the various theories of action used in these programs, examines how they were implemented, and discusses what they achieved. As such, it offers an indispensable resource for education leaders interested in designing and implementing professional development programs for teachers that are aligned with ambitious instructional goals.

Lo sviluppo professionale docente dalle competenze alla capacitazione

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Book Series: Le Scienze dell'apprendimento: Cognizione e Formazione - Open access ISBN: 9788891767042 Year: Language: Italian
Publisher: FrancoAngeli
Subject: Education --- Social Sciences
Added to DOAB on : 2018-05-29 11:02:37
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"With the evolution of today’s educational contexts, teacher education is becoming increasingly important into European political discussion, in relation to its ability to improve the results of student learning. The need to confront new changes clearly signifies that the professionalism of teachers cannot be limited to competencies and skills learning, however, it does require new strategic dimensions of professional activation, oriented towards better identifying personal goals and strategies to be achieved. The text re-draws the paradigm of the continuing teacher professional development by integrating the capability approach with the models of competencies. Starting from the analysis of European policies on teacher education, the text carry out an experimental research into pre-school settings to explore the importance of individual choice: throught the creation of innovative research tools and a self-training methodology, pre-school teachers involved improved their self-determine agency and better qualified professional development. The text meets the interests of researchers, as a important contribution to rethink the topic of teacher training, also for the chosen methodological approach; for teachers, it wants to deepen the sense of educational professionalism, updated to the most recent topics and issues; finally, it meets the interests of aspiring in-training teachers or aspiring researchers for the richness of its contents, in order to inspire the elaboration of new, original research perspectives."

Innvielse til læreryrket

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ISBN: 9788202598990 Year: Pages: 253 DOI: 10.23865/noasp.70 Language: Norwegian
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing)
Subject: Education
Added to DOAB on : 2019-07-03 11:21:04
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"How do you really become a skilled teacher? And what role should guidance play in the education of tomorrow's teachers? This theme is explored through a study of experienced practitioners' formalized counseling conversations with teacher students. The most important questions in the book are about how the practice teacher and teacher conduct conversations. Concretely, the question is: What is the content of the counseling interviews? How are the teacher students evaluated? How is the consequences of the counseling discussions understood? The guide being examined contains a step by step pedagogy. First, the teacher's student must learn to control, master and reflect on the social space both the classroom and the counseling conversation are. This is described as an overall moral and regulatory discourse. This discourse forms the basis for the teacher's next step - which is the actual teaching. The teacher's student must therefore master two discourses - one regulatory discourse and one teaching discourse - in order to become a skilled teacher. In addition, he or she must adapt to the regulatory discourse in the counseling conversation. The latter discourse represents in this book an initiation ritual for the teaching profession. This ritual gives the practice teacher control over the dedication, while limiting the room for maneuver in the counseling conversation. "

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