Resultados de Pesquisa

INGLÊS

Professional Learning In Early Childhood Settings

157,68€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 Attention has increasingly turned to the preparation and ongoing education of early childhood educators as governments have become increasingly aware of the importance of early childhood education as a key part of educational provision. This collection of case studies in continuing professional learning, drawn from Australia, New Zealand, and the United Kingdom, raises important questions about the nature and purpose of continuing professional learning in ECE by drawing on theories broadly described as 'post-developmental', including postmodernism, cultural-historical theory, sociocultural theory, narrativity, and critical theory. This book will provide a valuable addition to the libraries of teacher educators, professional developers, researchers, practitioners, and students of early childhood education. Taken as a whole, the chapters provide key insights into the complexities of how adults learn in, and about, early childhood settings, and examines the possibilites offered by reaching beyond traditional developmental views of teaching in ECE.
INGLÊS

Understanding And Researching Professional Practice

149,73€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 Understanding and researching professional practice is crucial both to enhancing the quality of professional learning and to improving professional education more generally. Yet professional practice remains something that is little known, theoretically and philosophically, despite a longstanding interest in what might be called the meta-field of professional practice, learning and education. The contributors to this book, drawn from fields such as education, allied health, psychology and business, explore different aspects of practice in the professions, professionalism, and research. This includes engaging with the burgeoning literature on practice theory and philosophy, including the increasingly influential neo-Aristotelian tradition, and taking account of growing interest in practice thinking across contemporary scholarship. It considers issues such as the primacy of practice, the nature of professional judgement, the role of 'experience', ethics, context, and the practitioner standpoint. As such, it raises important and timely questions about practice ontologies, epistemologies and methodologies, and also praxis and politics. This is especially needed in a context otherwise increasingly organised by neoliberalism, economic rationality, anxious managerialism, and what some see as a general drive towards de-professionalisation and new nuances and intensities of regulation.
INGLÊS

Self-Study Research Methodologies For Teacher Educators

149,73€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 Study Research Methodologies for Teacher Educators is a comprehensive text that delineates a range of research methodologies. This edited volume, with many chapters written by self-study scholars who are noted in the field for particular methodological and epistemological perspectives, helps fill the gap in the literature on self-study research methods. It provides readers with an opportunity to examine various methodologies which will not only help them deepen their understanding of research but also, will allow them to select one that best suits their needs. Both new and experienced researchers will find this text valuable. We consider Self-Study Research Methodologies for Teacher Educators a valuable contribution to the field of teacher education.
INGLÊS

Whose Learning Is It? - Developing Children As Active And Responsible Learners

de Jill Flack e Jo Osler

157,68€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 As this book by Jo Osler and Jill Flack makes clear, professional learning has a critical edge in terms of what it means not only for teachers' practice but also for students' learning. These two highly skilled teacher researchers illustrate what is possible when professionals choose to develop and extend their own knowledge in ways that are driven by their concern for the development of their own professional practice in innovative and creative ways. As one reads through the chapters that comprise the remarkable journey that Jo and Jill have had together and have consolidated through writing this book, it becomes immediately obvious that their knowledge, skills and ability combine in ways that lead to meaningful new insights into teaching and learning. Their work is challenging, thought provoking and ground breaking in the way that it both speaks to the world of teaching and learning and creates a vision for the development of teachers and teaching more generally.
INGLÊS

Understanding And Developing Science Teachers' Pedagogical Content Knowledge

de Amanda Berry, J. John Loughran e Pamala Mulhall

197,43€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 There has been a growing interest in the notion of a scholarship of teaching. Such scholarship is displayed through a teacher's grasp of, and response to, the relationships between knowledge of content, teaching and learning in ways that attest to practice as being complex and interwoven. Yet attempting to capture teachers' professional knowledge is difficult because the critical links between practice and knowledge, for many teachers, is tacit.Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science teaching. The research underpinning the approach developed by Loughran, Berry and Mulhall offers access to the development of the professional knowledge of science teaching in a form that offers new ways of sharing and disseminating this knowledge.Through this Resource Folio approach (comprising CoRe and PaP-eRs) a recognition of the value of the specialist knowledge and skills of science teaching is not only highlighted, but also enhanced. The CoRe and PaP-eRs methodology offers an exciting new way of capturing and portraying science teachers' pedagogical content knowledge so that it might be better understood and valued within the profession.This book is a concrete example of the nature of scholarship in science teaching that is meaningful, useful and immediately applicable in the work of all science teachers (preservice, in-service and science teacher educators). It is an excellent resource for science teachers as well as a guiding text for teacher education.
INGLÊS

Professional Care And Vocation - Cultivating Ethical Sensibilities In Teaching

de Timothy W. Wineberg

222,60€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 This book integrates the traditional understanding of a profession-a calling to selfless service for the public good, through the pursuit of a learned art-with that of vocation-work that offers a deep sense of personal fulfilment, meaning, and identity. Professions are moral endeavours since they require vulnerable individuals to trust in the competence and integrity of someone who professes to care for them. Currently, most versions of professional ethics narrowly focus upon standards of conduct or upon ethical dilemmas. Yet these are rarely compelling enough to change us-they are not morally formative. This volume takes a different tack to doing ethics. It explicitly targets the moral development of educators. This is crucial because as we develop our sensibilities of perception and qualities of character, we can better interpret practice situations and respond fittingly. Moreover, this approach to ethics seeks to reconceptualize our professional obligation: to embody it in more adequate metaphors, and to revitalize its relational dimension. In this view, our task as educators is to seek out those relational metaphors, images, and narratives of practice which are profound enough to shape our self-perceptions and to fund our moral formation. This book explores five ethical spheres-sacrifice, community, craft, tradition, and moral imagination-and five respective pedagogical images which illuminate the nature of professional care-servant, moral friend, mentor, covenantor, and moral companion. When critically engaged and appropriated, these rich metaphorical images provide clarity, order, and meaning to our perceptions and powerful imperatives for our own moral development.
INGLÊS

Dimensions Of Professional Learning - Professionalism, Practice And Identity

233,20€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 The contributors to this volume explore challenges and dilemmas around professional learning that confront educators in Australia. The book is organised around three dimensions of professional learning: professionalism, identity formation and communal sites of professional learning. It addresses important questions. In what ways do policies and practices mediate the construction of 'a professional' among current and future educators? How do communal spaces shape the professional learning of educators? What are the tensions that emerge in the construction of professional identity through professional learning? As a whole, all chapters provide insight into the dynamic nature of 'professional becoming'.
INGLÊS

Self-Study And Diversity

222,60€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 Self-study and Diversity is a book about self-study of teaching and teacher education with equity and access as focal issues of practice. Chapters in this book have a shared orientation to diversity grounded in the acknowledgement that educators have a responsibility to address equity and access issues inherent in teaching. To that end, individual chapters address such areas of diversity as race, ethnicity, gender, disability, and power, as well as broader areas of social justice, multiculturalism, and ways of knowing. Even though the focus in a chapter may be on one particular dimension of diversity, the dilemmas and responses of a teacher educator, elicited through self-study, can apply well beyond that immediate context. This broadens the appeal of the book beyond the self-study community and beyond specific issues of diversity, to people interested in teaching in general and in the process of improving practice. An additional strength of this book is the inclusion in each chapter of information regarding the use of particular strategies, both for self-study and for teaching for diversity. A separate index of these suggested research and teaching practices will direct the reader to specific chapters.
INGLÊS

Self-Study And Diversity Iii - Inclusivity And Diversity In Teacher Education

237,18€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 In Self-Study and Diversity III the authors examine the self-study of teacher education practices at a time when inclusion and diversity are being questioned. Authors of various backgrounds and identities draw on their own experiences to examine the challenges of preparing teachers. They address issues of identity, equity, diversity, inclusion, and social justice through experiential and pedagogical lenses as they navigate the complexities of teacher education in challenging times. Particular strengths are its explorations of intersectionality, attention to the present context, and the diversity of these collected voices.
INGLÊS

Scientific Literacy Under The Microscope - A Whole School Approach To Science Teaching And Learning

157,68€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 Scientific literacy is generally valued and acknowledged among educators as a desirable student learning outcome. However, what scientific literacy really means in terms of classroom practice and student learning is debatable due to the inherent complexity of the term and varying expectations of what it means for learning outcomes. To date the teacher voice has been noticeably absent from this debate even though the very nature of teacher expertise lies at the heart of the processes which shape students’ scientific literacy. The chapters that comprise this book tap into the expertise of a group of primary teachers from Our Lady of Good Counsel (OLGC), a primary school that chose to actively engage in teaching for scientific literacy.By analyzing the insights and thinking that emerged as they attempted to unravel some of the pedagogical complexities associated with constructing an understanding of scientific literacy in their own classrooms, these teachers demonstrate the professional knowledge and skill inherent in the expertise of teaching and learning science in a primary classroom.The chapters in this book illustrate the processes and structures that were created at OGLC to provide the conditions that allowed these teachers to explore and build on the range of ideas that informed their approach to teaching for scientific literacy. This book is a compelling example of how a whole school approach to scientific literacy can make a difference for students’ learning of science and offer a concrete example of the development of professional knowledge and practice of teachers.
INGLÊS

Processes Of Inquiry - Inservice Teacher Educators Research Their Practice

157,68€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 This book presents inservice teacher educators’ accounts of systematic inquiry into their practice in a variety of contexts throughout New Zealand. The importance of purposeful networks of practice at all levels of a system in supporting education change and improvement is a theme across the chapters.The contributors describe the challenges and successes associated with working in professional learning and development in ways that aim to improve outcomes for teacher educators, teachers and students. Their accounts illuminate the importance of a research and development approach that enables the generation and application of new knowledge and, more importantly, enables all contributors to be learners. Each of the authors describes their role in investigating the effectiveness of inservice teacher educator practice, as part of the overall project that endeavoured to improve practice for the future. Included are processes created for Maori (indigenous) settings where cultural metaphors were used to frame investigations of practice.The book makes an important contribution to our knowledge base about effective inservice teacher educator practice and its influence on classroom practice. The book will appeal to teacher educators interested in examining the fit between their practices and their goals in helping teachers to build knowledge and practice, including those working in indigenous settings. It will also be of interest to policy makers and evaluators involved in system-level change. …a well organised and carefully argued text that offers compelling evidence for an integrated approach to project management, practice, research and evaluation (J. John Loughran, Series Editor).
INGLÊS

Understanding And Developing Science Teachers' Pedagogical Content Knowledge - 2nd Edition

de Amanda Berry, J. John Loughran e Pamala Mulhall

82,15€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 There has been a growing interest in the notion of a scholarship of teaching. Such scholarship is displayed through a teacher’s grasp of, and response to, the relationships between knowledge of content, teaching and learning in ways that attest to practice as being complex and interwoven. Yet attempting to capture teachers’ professional knowledge is difficult because the critical links between practice and knowledge, for many teachers, is tacit.Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science teaching. The research underpinning the approach developed by Loughran, Berry and Mulhall offers access to the development of the professional knowledge of science teaching in a form that offers new ways of sharing and disseminating this knowledge.Through this Resource Folio approach (comprising CoRe and PaP-eRs) a recognition of the value of the specialist knowledge and skills of science teaching is not only highlighted, but also enhanced. The CoRe and PaP-eRs methodology offers an exciting new way of capturing and portraying science teachers’ pedagogical content knowledge so that it might be better understood and valued within the profession.This book is a concrete example of the nature of scholarship in science teaching that is meaningful, useful and immediately applicable in the work of all science teachers (preservice, in-service and science teacher educators). It is an excellent resource for science teachers as well as a guiding text for teacher education.Understanding teachers'' professional knowledge is critical to our efforts to promote quality classroom practice. While PCK offers such a lens, the construct is abstract. In this book, the authors have found an interesting and engaging way of making science teachers'' PCK concrete, useable, and meaningful for researchers and teachers alike. It offers a new and exciting way ofunderstanding the importance of PCK in shaping and improving science teaching and learning.Professor Julie Gess-NewsomeDean of the Graduate School of EducationWilliamette UniversityThis book contributes to establishing CoRes and PaP-eRs as immensely valuable tools to illuminate and describe PCK. The text provides concrete examples of CoRes and PaP-eRs completed in "real-life" teaching situations that make stimulating reading. The authors show practitioners and researchers alike how this approach can develop high quality science teaching.Dr Vanessa KindDirector Science Learning Centre North EastSchool of EducationDurham University
INGLÊS

Bridging Between Research And Practice - Supporting Professional Development Through Collaborative Studies Of Classroom Teaching With Technology

de Sara Hennessy

3,96€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 This book presents a fresh approach to bridging the perceived gap between academic and classroom cultures. It describes a unique form of research partnership whereby Cambridge University academics and school teachers together grappled with and reformulated theory - through in-depth case studies analysing practice using interactive whiteboards in five subject areas. The inquiry exploited the collaborators’ complementary professional knowledge bases. Teachers’ voices are particularly audible in co-authored case study chapters. Outcomes included deeper insights into concepts of sociocultural learning theory and classroom dialogue, more analytical mindsets, sustained new practices and ways of working collegially. The book reflects upon the power of lesson video review and details how the co-inquirers negotiated "intermediate theory" - bridging educational theory and specific settings - framed in mutually accessible language and embodied in interactive multimedia resources for teacher development. These include video clips, analytic commentary from multiple perspectives, lesson materials, plus optional prompts for reflection and critique - not models of "best practice". The resources make pedagogy explicit and vividly illustrate the book’s ideas, offering theory-informed yet practical tools designed with and for practitioners. Hennessy and colleagues have tested a model of ongoing, teacher-led development and innovation, professional dialogue and classroom trialing stimulated by discussing selected multimedia resources. The book will interest academic and teacher researchers, initial teacher educators, professional development leaders, mentors, plus practitioners interested in using interactive whiteboards and dialogic teaching. It explores widening approaches to collegial development to reach educators working in other contexts (with and without technology). This could involve intermediate theory building or shortcutting by sharing and adapting the outcomes - springboarding teachers’ further critique and professional learning. "I cannot recommend this book too highly … it weaves a complex developmental story with a range of facets. It emphasises clearly the rigour of the research that was conducted, while demonstrating the complexity of the inter-relationships, practices and issues for both teachers and researchers in developing practical and theoretical knowledge. Its graphic insights through text and associated media provide exemplars for teachers and those who work with teachers as a rich resource. It shows us all what can be achieved and the means of achieving it." Prof. Barbara Jaworski, University of Loughborough
INGLÊS

Professional Teacher Educator - Roles, Behaviour, And Professional Development Of Teacher Educators

de Fred Korthagen, Jurrien Dengerink e Mieke Lunenberg

157,68€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 This book is a review of more than twenty years of international research on teacher educators. It offers a solid overview of what is known about the professional roles, professional behaviour and professional development of teacher educators. A systematic analysis of the focus, methods and data sources of 137 key publications on teacher educators make this book into an important reference work for everyone interested in the work of and research on teacher educators.There is a growing consensus that teacher educators largely determine the quality of teachers and hence, the quality of education. Through this book, Lunenberg, Dengerink and Korthagen provide not only insights into the various roles of teacher educators and the complexity of their work, but they also discuss building blocks for ongoing structured and in-depth professional development.The authors clarify that if we wish to take ‘being a teacher educator’ seriously, it is imperative that we build our understanding on research data. The book shows that although the number of studies on teacher educators is growing, the research in this field is still scattered. The authors highlight the need to create a coherent research programme on teacher educators and provide concrete suggestions for such a programme.
INGLÊS

Growing As A Teacher - Goals And Pathways Of Ongoing Teacher Learning

de Clare Kosnik e Clive Beck

157,68€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 Teacher learning doesn’t end with initial preparation; many insights and skills remain to be added. This book is concerned with ongoing teacher learning, its goals (Part I) and pathways (Part II). It is based on a longitudinal study of 42 teachers: 20 over their first 8 years of teaching and 22 over their first 5 years. The areas of continued teacher learning identified in our study were: vision of teaching, program planning, assessment, relevance, subject content and pedagogy, classroom organization and community, inclusion, and professional identity. The pathways of learning included informal and formal PD, teacher inquiry, and school-based learning. A key finding of our research was that, over the years, teachers learn a great deal informally. However, they do so largely on their own and under considerable stress. Teachers need more support than they currently receive, both for survival and to enhance their informal learning. Teachers can benefit significantly from external input, but their everyday learning makes them key "experts" in teaching. Accordingly, PD providers should work with teachers, utilizing their existing knowledge. This book is written for consideration by teachers, student teachers, teacher educators, PD providers, policy developers, and others interested in facilitating teacher learning. Some of us have been writing - somewhat desperately - on these ideas for years. Beck and Kosnik have given us strong evidence that the ideas are effective in practice. I hope this persuasive and beautifully written book will be widely read.Nel Noddings, Lee Jacks Professor of Education Emerita, Stanford University This book makes a powerful case for taking teachers’ professional development seriously. It brings us the voices of beginning teachers as they deepen their professional knowledge over time and makes clear the depth of commitment they bring to the job. Professor Gemma Moss, Institute of Education, University of London
INGLÊS

Practice Of Teachers' Professional Development - A Cultural-Historical Approach

de Helen Grimmett

157,68€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 This book uses Vygotsky’s cultural-historical theory to provide a unique theorisation of teachers’ professional development as a practice. A practice can be described as the socially structured actions set up to produce a product or service aimed at meeting a collective human need. In this case, collaborative, interventionist work with teachers in two different Australian primary schools sought to simultaneously identify, understand and develop the necessary conditions for supporting the teachers’ development as professionals. The in-depth analysis of this practice provides interesting insight into professional development for teachers at all levels of schooling, and provides strong support for educational researchers, administrators and consultants to reconsider many existing forms of professional learning/development programs. This book supports the contemporary view that professional learning must take place with teachers, rather than be delivered to teachers, but provides an important expansion to current work in this area by arguing that a focus on teachers’ learning of new strategies and principles may still fall short of creating long term change in teachers’ professional practice. By taking a cultural-historical approach, the focus moves to supporting teachers’ development of unified concepts (the intertwining of theoretical and practical aspects) and motives to continue their ongoing development as professionals. This emphasis builds teachers’ capacity to examine and disrupt habitual practices and understand, create and implement thoughtful and sustainable transformations in all areas of their professional life. This book therefore builds upon the ongoing conversation about professional learning and development, offering a new framework for researching, understanding and developing this critical practice.
INGLÊS

Gender, Feminism, And Queer Theory In The Self-Study Of Teacher Education Practices

42,39€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 This edited volume gives explicit attention to the influence of gender, feminism, and queer theory in self-study of teacher education practices. It builds on the self-study community’s interest in social justice that has mostly been focused on race, ethnicity, gender, disability, and power, as well as broad conceptions that include multiculturalism and ways of knowing. This is the time to examine gender both because our community is growing and because of the reconceptualization of issues of gender, feminism, and queer theory in teacher education. This collection of papers provides a space for members of the self-study field, from founders to welcomed new members, along with the general community of teacher educators to problematize these issues through a variety of theoretical lenses. As always with self-study the impetus of the research is on the improvement of individual practice. Readers will find innovative approaches and insights into their own work as teacher educators.
INGLÊS

Polyvocal Professional Learning Through Self-Study Research

41,06€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 <div>"Polyvocal Professional Learning through Self-Study Research illustrates the power of "we" for innovative and authentic professional learning. The 33 contributors to this book include experienced and emerging self-study researchers, writing in collaboration, across multiple professions, academic disciplines, contexts, and continents. These authors have noted and reviewed each other’s chapters and adapted their contributions to generate a polyvocal conversation that significantly advances scholarship on professional learning through self-study research. Building on, and extending, the existing body of work on self-study research, the book offers an extensive and in-depth scholarly exploration of the how, why, and impact of professional learning through context-specific, practitioner-led inquiry. The chapters illustrate polyvocal professional learning as both phenomenon and method, with the original research that is presented in every chapter adding to the forms of methodological inventiveness that have been developed and documented within the self-study research community.</div><div>"This unique book represents an inspiring step forward in self-study research. Authors from various continents provide evidence of how the "I" can be strengthened through the "we" perspective, showing convincingly how polyvocality, transdisciplinarity, and an intercultural approach deepen professional learning. This powerful book offers important new insights for the methodology of self-study, with an impact beyond teachers and teacher educators."</div><div>Fred A. J. Korthagen, Professor Emeritus at Utrecht University, The Netherlands</div><div>"A fascinating set of chapters illustrate the importance of many lenses and many voices when studying one’s practice. Each chapter testifies that self-study and its ties to improvement through posing thoughtful questions, collecting and analyzing relevant data, and interrogating the interpretation of one’s analysis of self are global and cross-disciplinary. This book is a must-read!"</div><div>Renée T. Clift, Professor and Associate Dean, University of Arizona, USA"</div><div><br></div>
INGLÊS

Teaching For Learning And Learning For Teaching - Peer Review Of Teaching In Higher Education

41,06€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 <div>Teaching for Learning and Learning for Teaching focuses on the emerging global governmental and institutional agenda about higher education teaching quality and the role that peer review can play in supporting improvements in teaching and student outcomes. This agenda is a pervasive element of the further development of higher education internationally through activities of governments, global agencies, institutions of higher education, discrete disciplines, and individual teachers. Many universities have adopted student evaluations as a mechanism to appraise the quality of teaching. These evaluations can be understood as providing a "customer-centric" portrait of quality; and, when used as the sole arbiter of teaching performance they do not instil confidence in the system of evaluation by academic teaching staff. Providing peer perspectives as counterpoint, whether in a developmental or summative form, goes some way to alleviating this imbalance and is the impetus for the resurgence of interest in peer review and observation of teaching. This book seeks to recognise cases of peer review of teaching in Higher Education to affirm best practices and identify areas that require improvement in establishing local, national and international benchmarks of teaching quality.</div><div><br></div>
INGLÊS

Self-Study And Diversity Ii - Inclusive Teacher Education For A Diverse World

de Deborah Tidwell, Julian Kitchen e Linda Fitzgerald

41,06€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 <div>Self-Study and Diversity II is a book about the self-study of teacher education practices in a diverse world. In this volume, the authors examine the preparation of teachers through a shared orientation to diversity grounded in a commitment to addressing issues of identity, equity, diversity, social justice, inclusion, and access in their professional practice. The first chapters are autobiographical studies in which teacher educators reflect on how their personal identities as minorities within a historically oppressive culture inform their professional practice. These powerful narratives are followed by accounts of teacher educators addressing diversity issues in the United Arab Emirates, India, South Africa, and Thailand. The closing chapters attend to the challenges of preparing teacher candidates to become inclusive educators in a diverse world. Even though each chapter focusses on a particular dimension of equity and social justice or dilemma of practice, the insights in these self-studies are relevant to all teacher educators interested in improving teacher education by respecting diversity and becoming more inclusive.</div><div><br></div><div>Particular strengths are the diversity of authors and international scope of the book.</div><div><br></div><div><br></div><div><br></div><div><br></div>
INGLÊS

Taking A Fresh Look At Education - Framing Professional Learning In Education Through Self-Study

149,73€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 Taking a Fresh Look at Education: Framing Professional Learning in Education through Self-Study examines the use of self-study in professional learning through justice in education, collaboration, teacher education, and the concept of a Professional Working Theory. Justice in education includes research on pedagogy in inclusive practices, on social justice issues within a doctoral program through the lens of critical race theory, and on indigenous epistemologies and experiences. Collaboration can be seen across several chapters as an integral part of teacher education, and is discussed specifically in chapters addressing research on praxis inquiry within Active Group Practice (a collaborative dynamic) - and on collaboration as a critical aspect of self-study research by teachers addressing efficacy of practice for students with significant disabilities. Included in the discussion on teacher education is research on the beliefs and practices of mid- and later-career literacy/English teacher educators. Professional Working Theory (PWT) addresses the critical aspects of teacher knowledge, experience, and ethics. Specifically, this book includes research on examining the process involved in developing a PWT, on the development of teacher identity of preservice teachers through their engagement in creating PWTs, and on the process of and reflections on developing PWTs with teacher educators and U.A.E. and U.S.A. graduate students within the context of literacy and special education. This book brings to the fore the work of Mary C. Dalmau as a teacher educator whose career embodies the values of inclusion across educational settings, the empowerment of teachers, and the importance of ethics in educational decision making.
INGLÊS

Quality Learning - Teachers Changing Their Practice

149,73€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

 When teachers are supported to work together in ways that allow them to deepen knowledge of their professional practice, the understandings that emerge from their conversations about quality learning and teaching demonstrate a high level of expertise. Yet such professional knowledge is often deeply embedded within each teacher’s everyday teaching; the tacit knowledge that determines how and why they attend to student learning in certain ways. This book captures the professional knowledge of teachers that developed as the result of an ongoing process of school based change, where teachers began to work differently because they began to think differently about the learning that mattered for their students in their school. The explication of their knowledge of practice became possible due to the ongoing support they received from their school leadership - in most part because leadership trusted them as professionals to responsibly lead student learning. Within this culture of trust and valued collaboration, working alongside external critical friends who supported their professional learning, the teachers engaged in regular, thought provoking and interactive professional dialogue. Together they exposed and challenged each other’s thinking and beliefs about learning and teaching, captured and examined each other’s practice and, ultimately articulated and extended their professional knowledge. The insights about this collaborative learning process and the emergent knowledge and understandings teachers develop about the interactive relationship between learning and teaching, has much to contribute to educational discourse beyond the school setting. Some of that knowledge and the way it looks inpractice is shared in this book.
INGLÊS

Teachers Learning In Communities - International Perspectives

de Elaine Munthe, Frances O'Connel Rust, Lily Orland-Barak, Malka Gorodetsky e Michal Zellermayer

233,20€ + 10% EM CARTÃO

DISPONIBILIDADE IMEDIATA

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