International Handbook of Teacher Education: Volume 1
Loughran, John, Hamilton, Mary Lynn
- 出版商: Springer
- 出版日期: 2016-05-13
- 售價: $12,650
- 貴賓價: 9.5 折 $12,018
- 語言: 英文
- 頁數: 582
- 裝訂: Hardcover - also called cloth, retail trade, or trade
- ISBN: 9811003645
- ISBN-13: 9789811003646
海外代購書籍(需單獨結帳)
商品描述
Section One: Organisation and structure of teacher education.- Chapter 1 Developing an understanding of teacher education.- Chapter 2 The history of initial teacher preparation in international contexts.- Chapter 3 Structure of teacher education.- Chapter 4Approaches to teacher education.- Chapter 5 Teacher education curriculum.- Chapter 6 The practicum - The place of experience?.- Chapter 7 Reform efforts in teacher education.- Section 2: Knowledge and practice of teacher education.- Chapter 8 Pedagogy of teacher education.- Chapter 9 Pedagogical content knowledge in teacher education.- Chapter 10 Pedagogical reasoning in teacher education.- Chapter 11 The place of subject matter knowledge in teacher education.- Chapter 12 Professionalising the teacher education: Evolution of a changing knowledge and policy landscape.- Chapter 13 Learning from research on beginning teachers.- Chapter 14 Teacher education as a moral endeavor.
作者簡介
John Loughran is the Foundation Chair in Curriculum & Pedagogy and Dean of the Faculty of Education, Monash University. John was a science teacher for ten years before moving into teacher education. His research has spanned both science education and the related fields of professional knowledge, reflective practice and teacher research. John was the co-founding editor of Studying Teacher Education and an Executive Editor for Teachers and Teaching: Theory and Practice. He was awarded the AERA, Division K Excellence in Research in Teaching and Teacher Education for his book Developing a Pedagogy of Teacher Education (Routledge Press).
Mary Lynn Hamilton, Professor in Curriculum & Teaching, University of Kansas, combines research interests in teachers' professional knowledge, issues of social justice, and the self-study of teaching and teacher education practices. Recent publications include (co-authored with Stefinee Pinnegar): Self-Study of practice as a genre of qualitative research: Theory, methodology, and practice (2009) and Knowing, Doing, Becoming as Teacher Educators: Identity, Intimate Scholarship, Inquiry. Additionally, she is the former co-editor of Teaching and Teacher Education, an international journal.
Mary Lynn Hamilton, Professor in Curriculum & Teaching, University of Kansas, combines research interests in teachers' professional knowledge, issues of social justice, and the self-study of teaching and teacher education practices. Recent publications include (co-authored with Stefinee Pinnegar): Self-Study of practice as a genre of qualitative research: Theory, methodology, and practice (2009) and Knowing, Doing, Becoming as Teacher Educators: Identity, Intimate Scholarship, Inquiry. Additionally, she is the former co-editor of Teaching and Teacher Education, an international journal.
