Sebanyak 52 item atau buku ditemukan

Sharing Expertise in Teacher Education

A commentary on changes in the initial and continuing education of teachers. The authors combine reviews of the available literature with research and offer suggestions as to how teacher education may be improved. Also included is a comparative research project on teacher education in the USA.

A commentary on changes in the initial and continuing education of teachers. The authors combine reviews of the available literature with research and offer suggestions as to how teacher education may be improved.

Initial English Language Teacher Education

International Perspectives on Research, Curriculum and Practice

Trainees' voices, beliefs and experiences as learners, shaped by the tension and dialogue between internal and external theories of teaching and learning, inevitably penetrate the Initial English Language Teacher Education (IELTE) curriculum. Scrutinising these beliefs and experiences, Initial English Language Teacher Education provides readers with vivid and informed accounts of IELTE from around the world. Approaching IELTE from a sociocultural perspective, the authors analyse future teachers' trajectories and educational histories in order to understand their experiences as learners, unpack internal beliefs, and problematise the relationships between such beliefs with theories and research in the field. Exploring accounts from a number of under-researched contexts, Initial English Language Teacher Education investigates and analyses perspectives from Argentina, Brazil, China, Colombia, Kenya, Singapore, South Africa, Spain and Uruguay. Through the eyes of future teachers, the chapters address issues such as: trainee motivation, tensions between theory and practice, role of feedback, teacher development and identity, critical pedagogies, online teacher education and intercultural awareness.

Trainees' voices, beliefs and experiences as learners, shaped by the tension and dialogue between internal and external theories of teaching and learning, inevitably penetrate the Initial English Language Teacher Education (IELTE) ...

Teacher Toolkit

Helping You Survive Your First Five Years

Ross Morrison McGill, aka @TeacherToolkit believes that becoming a teacher is one of the best decisions you will ever make, but after more than two decades in the classroom, he knows that it is not an easy journey! Packed with countless anecdotes, from disastrous observations to marking in the broom cupboard, TE@CHER TOOLKIT is a compendium of teaching strategies and advice, which aims to motivate, comfort, amuse and above all reduce the workload of a new teacher. This beautiful high-spec paperback includes humorous illustrations, photocopiable templates, a new-look 5 minute plan, QR codes to useful videos and flaps with a detachable bookmark. As anyone who has followed him on Twitter knows, Ross is not afraid to share the highs and lows of his own successes and failures. He strives to share great teaching practice, to save you time and to ensure you are the best teacher you can be, whatever the new policy or framework. His eagerly-awaited new book continues in this vein and is a must-read for all new teachers. Vitruvian teaching will help you survive your first five years: Year 1: Be resilient (surviving your NQT year) Year 2: Be intelligent (refining your teaching) Year 3: Be innovative (take risks) Year 4: Be collaborative (share and work with others now your classroom practice is secure) Year 5: Be aspirational (moving towards middle leadership) Start working towards Vitruvian today.

Ross Morrison McGill, aka @TeacherToolkit believes that becoming a teacher is one of the best decisions you will ever make, but after more than two decades in the classroom, he knows that it is not an easy journey!

Effective Teacher Development

Theory and Practice in Professional Learning

The responsibility for facilitating effective continuing professional development (CPD) is based firmly in schools. Frequently, decisions are based on gut feeling, advertisements received or prior experiences. Effective Teacher Development encourages readers to move beyond this and to enhance their strategic decision making in order to effectively develop CPD programmes within their school, partner schools, federations or school chains. The theory behind CPD is explored, drawing on research and evidence from recent practice, including a 10-year international longitudinal study of the effectiveness of professional development to teachers. Readers are supported to develop their understanding of the whole life cycle of a CPD programme, from setting up a new programme to evaluating the effectiveness of existing provision. Chapter summaries and navigational tools support readers looking for guidance on particular issues and questions encourage readers to reflect on the impact of suggestions in their own particular context. Effective Teacher Development is essential reading for all involved in designing, implementing and developing effective CPD programmes.

Theory and Practice in Professional Learning Bob Burstow. programme of teacher training in information and communications technology. Journal of In-Service Education, 30, 115–140. Conlon, T. 2004. A failure of delivery: The United ...

Knowledge, Policy and Practice in Teacher Education

A Cross-National Study

Knowledge, Policy and Practice in Teacher Education reviews the evolution of education policy on initial teacher education as an indicator of the knowledge that is considered important for nation building. It also looks at research on approaches and structures to initial teacher learning as an indication of the intellectual and moral direction to which schooling must aspire. Contributors look at these dynamics across a range of societies including Australia, the Czech Republic, England, Finland, Hong Kong, Israel, Italy, Japan, South Korea, Mexico, Russia, and the USA. Using a review of the literature approach within a comparative framework, the book seeks to answer the following questions for each country: What has been the evolution of different approaches to learning to teach in each setting, and what factors have influenced change over the years? What are the underlying theories that characterize past and current thinking about the knowledge, skills and dispositions needed by teachers and what evidence is used to support these theories? What does a review on the state of the knowledge about teacher education over the past 30 years reveal about the evolution of the research and knowledge traditions that have supported current and past innovations in teacher education? Maria Teresa Tatto and Ian Menter explore international variability in different conceptions of knowledge in the context of learning to teach and explore the way in which national and international influences interact in the developing trajectories of teacher education policy and practice, considering what knowledge is considered important for teachers to have.

In the following sections of the chapter, we will briefly discuss the methods used to review literature that provides more detailed background on the political forces that affect teacher education and professional development in Japan.

Teacher Education and the Development of Practical Judgement

Current conceptions of teacher training reflect key issues in professional practices. Two prevailing views seem to be in conflict, the first is that a teacher ought to be able to act as an autonomous professional, trusted to have and apply subject knowledge, through the exercise of judgement. The second conception views the teacher more as a 'deliverer' of a specific curriculum, defined centrally in various government sponsored strategies. Much has been written on the development of 'the reflective practitioner' as crucial to the first conception, and a strong critique of 'the audit culture' in education has emerged. Currently we are at a significant moment in teacher education, - a 'lighter touch' KS3 curriculum and the instigation of new standards for the award of qualified teacher status (QTS). The QTS standards are important as they are set to form the basis of standards at all levels of teaching. This book examines in depth current education and suggests why and how teachers need to develop and exercise practical knowledge and understanding; how standards assessment alone cannot support this teacher 'formation'; and what good 'formation' might be. The nature of practical knowledge is analysed, using some concepts from the work of John Dewey, in two theoretical chapters (4 and 5). The current standards-based model of teacher training in England is predominantly instrumentalist in its application of 'technical rationality' and unsuited to the formation of teachers. However, the often invoked concept of the 'reflective practitioner' is underdetermined and a conception of reflection is needed to illuminate its contribution to the development of practical judgement. The book's argument applies more widely to the debate between 'deregulators' and 'professionalisers' in other spheres of economic and social activity. In asking specific questions about teacher education, questions about the aims of education within specific conditions are raised.

This book examines in depth current education and suggests why and how teachers need to develop and exercise practical knowledge and understanding; how standards assessment alone cannot support this teacher 'formation'; and what good ...

The Ethics and Conduct of Lawyers in England and Wales

This is the third edition of the leading textbook on legal ethics and the regulation of the legal profession in England and Wales. As such it maps the complex regulatory environment in which the legal profession in England and Wales now operates. It opens with a critical overview of professional ideals, organisation, power and culture and an examination of the mechanisms of professions, exercised through governance, regulation, discipline and education. The core of the book explores the conflict between duties owed to clients (loyalty and confidentiality) and wider duties (to the profession, third parties and society). The final part applies lawyers' ethics to dispute resolution and settlement (litigation, negotiation, advocacy and alternative dispute settlement). Now laid out in a more accessible format and written in a more approachable style, the book is ideal reading for those teaching and learning in the field of legal ethics.

This is the third edition of the leading textbook on legal ethics and the regulation of the legal profession in England and Wales.

Lawyers’ Ethics and Professional Responsibility

This book aims to produce lawyers who can debate, criticise and change professional ethics as well as understand their underlying rationale. Written by the author of the leading work on the subject, The Ethics and Conduct of Lawyers in England and Wales, this book is aimed at the undergraduate or postgraduate student taking a half or full course in the subject. The book is divided into four parts dealing with the professional and regulatory framework for delivering legal services, the obligations owed to clients, wider duties and responsibilities and practice settings. It sets out the important background to the modern practice of law, and explains the theoretical underpinning of professional ethics and its everyday application through conduct rules and principles. Extracts from legislation, cases and conduct rules are provided, and comparative issues are considered where relevant. The book is also interactive, raising issues and posing questions that will encourage students to engage with the material as they read, which will also be helpful for classroom discussion.

This book aims to produce lawyers who can debate, criticise and change professional ethics as well as understand their underlying rationale.

Ethics, Law and Professional Issues

A Practice-Based Approach for Health Professionals

This practice-based textbook explores the ethical, legal and professional issues that characterise the field of healthcare. From seeking consent to upholding patient confidentiality, it examines a broad range of professional dilemmas from everyday practice. Detailed scenarios and engaging discussions help the reader understand how best to balance ethics, the law and professional codes of conduct in order to provide the best standards of care. Whether studying on an undergraduate nursing, midwifery or healthcare related programme or an experienced practitioner, this is essential resource for people working in healthcare looking to develop an ethically, legally and professionally sound approach to practice.

Whether studying on an undergraduate nursing, midwifery or healthcare related programme or an experienced practitioner, this is essential resource for people working in healthcare looking to develop an ethically, legally and professionally ...

Reporting Political Islam and Democracy

Al Jazeera and the Politics of Journalism

For over a decade, Al Jazeera (Arabic) occupied an unprecedented position among Arab audiences and families. Its attractive and daring news coverage has inspired millions of Arabs, and led other news channels to follow suit by changing their reporting narrative and presentational style. However, in the aftermath of the Arab uprisings in 2011, the close adoption of the Arab uprisings in general, and the Egyptian one in particular, made the channel fall into the eye of the public storm through its extensive 24-hour coverage. This book assesses whether the channel systematically provided a platform for certain ideologies or ignored others, and if and how Al Jazeera's language had shifted after the 2011 Arab uprisings. It also explores the rationale behind adopting particular editorial principles featured in the analyses, and scrutinises the findings within the framework of media, religion and democratisation.

Researchers normally utilize qualitative methods to seek a 'deeper truth', which, according to Greenhalgh and ... Critical discourse analysis (CDA) in addition to semi-structured interview techniques is used for analysing the data ...