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Moral and Political Values in Teacher Education Over Time

International Perspectives

This collection brings together international teacher educators to employ a 'long view' of an historic and values-based dialectic in teacher education. The authors reflect how employing historical consciousness to look back can offer greater continuity to teachers' moral and political values within their training. The book draws on research from experienced teacher educators representing different historical, social and politics contexts in North America, Europe, Asia as well in post-conflict South Africa. Within each section, the authors reflect on the development of the moral and political values of pre-service and in-service teachers in an era of global neo-liberalism and how this is inextricably bound up with the narratives of professionals in the past within their own national context. Each chapter takes a 'long view' of the role of historical consciousness in informing the moral and political values of preservice and in-service teachers, providing examples of how international teacher educators can collectively support one another in restoring a vibrant, values-based dialectic within the processes, pedagogies and provision of university and school-based training for which they are responsible. The 'long view' approach offers a compelling argument for the need to connect pre- and in-service teachers' values and narrative to the legacy of professionals of the past. Moral and Political Values in Teacher Education over Time will be of great interest to researchers, academics and students in teacher education, comparative education and the history of education. It will also be of interest to international university and school-based teacher educators and policy-makers in the field.

This collection brings together international teacher educators to employ a 'long view' of an historic and values-based dialectic in teacher education.

Teacher Education and Play Pedagogy

International Perspectives

Play has always been vital to the field of early childhood education, for teacher educators and early years teachers, as a pedagogy and way of organizing learning. With diverse perspectives from scholars around the world, Teacher Education and Play Pedagogy is a unique text focusing on teacher education for play pedagogy and uniquely blends research and praxis on authentically implementing play practices. This book is divided into two main sections: part 1 unfolds the different ways in which teacher educators have been preparing early years teachers to support children’s play and consider professional preparation for a play pedagogy; part 2 provides information on how teachers take on different roles, act in diverse ways to effectively support children to develop play skills, to learn and develop. With contributions from across the early childhood spectrum, researchers present their empirical work through multiple forms of data with deep reflections and critical stances towards the play pedagogy implementation. Teacher Education and Play Pedagogy is a valuable text for early childhood education undergraduate and graduate courses, for early childhood education researchers, as well as an essential reference for professional development programs and seminars.

Promising interventions for promoting emergent literacy skills: ree evidence-based approa es. Topics in Early Childhood Special Education, 23(3), 99–113. Lillard, A., Lerner, M., Hopkins, E., Dore, R. A., Smith, E. D., & Palmquist, ...

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 Quality in Upper Secondary Science Education

International Perspectives

Upper secondary science is the bridge to science-related careers and thereby to human capital formation in science and technology. Quality rather than quantity is what counts at this level and teacher quality is a major determinant. This book looks at upper secondary science teacher quality in eighteen countries from affluent Organisation for Economic Co-operation and Development members to very poor countries. The yardsticks applied to teacher quality are academic and professional education and training, professional practice including the resource base, continuing professional development, and science teacher associations. All country case studies are written to facilitate internal cross-referencing, thereby accentuating the comparative nature of the volume. The book ends with an 'investment guide' that focuses on where and how money is best spent in relation to building up and maintaining a quality upper secondary science teaching force.

This book looks at upper secondary science teacher quality in eighteen countries from affluent Organisation for Economic Co-operation and Development members to very poor countries.

Policy and Politics in Teacher Education

International Perspectives

During the last 20 years, governments around the world have paid increasing attention to the recruitment, preparation, and retention of teachers. Teacher supply and teacher quality have become significant policy issues, taken up by policy-makers at the highest levels. This is because teachers are now seen by many governments as the ‘lynch-pin’ of educational, economic and social reform. This volume grew out of a recognition by the Editors of the growing significance of teacher education policy and a curiosity about international trends and differences. The book brings together nine papers from leading academics around the world: from the UK (England and Scotland), the USA, Australia, Singapore and Belgium, plus a joint paper comparing Namibia and the USA. Taken together, the papers reveal the complexities and contradictions of international trends. On the one hand, they demonstrate that there is indeed a common direction of travel along the lines encouraged by international bodies such as the OECD. At the same time however, the papers also reveal important differences among countries in terms of how they are addressing common aspirations as well as some apparent contradictions within the policies of individual nations. This book was based on the special issue of Teachers and Teaching.

Recently recruited teachers: Their views and experiences of preservice education, professional development and teaching. Canberra: Australian Government Publishing Service. Berliner, D.C. (2000). A personal response to those who bash ...

New Teacher Education for the Future

International Perspectives

Serves to provide readers with an international understanding of how researchers and practitioners in different countries address some essential issues and initiatives in teacher education and development; what they have found from their known and applied research and what the implications are of which are crucial to coping with challenges from the ongoing developments in teacher education.

Serves to provide readers with an international understanding of how researchers and practitioners in different countries address some essential issues and initiatives in teacher education and development; what they have found from their ...

The Digital Disruption of Financial Services

International Perspectives

This book contributes to the present state of knowledge, offering the reader broad evidence on how new digital technologies impact financial systems. It focuses on both macro- and micro-perspectives of ICT influence on financial markets. The book demonstrates how ICT can impact trading systems or information systems, which are crucial for financial systems to work effectively. It also shows how individuals can benefit from the adoption of digital technologies for everyday financial (e.g., banking) systems usage. The book provides empirical evidence of how digital technologies revolutionize the banking sector and stock exchange trading system and explores the associations between technology and various aspects of firms' functioning. Furthermore, it raises elements of financial inclusion, ICT-based microfinance service and finance-related gender issues. The principal audience of the book will be scholars and academic professionals from a wide variety of disciplines, particularly in the fields of finance and economics. It will be especially useful for those who are addressing the issues of new technologies and the financial markets, FinTech, financial innovations, stock markets, and the role of technological progress in a broadly defined socio-economic system. It will be a valuable source of knowledge for graduate and postgraduate students in economic and social development, information and technology, worldwide studies, social policy or comparative economics.

This book contributes to the present state of knowledge, offering the reader broad evidence on how new digital technologies impact financial systems. It focuses on both macro- and micro-perspectives of ICT influence on financial markets.

History, Theory and Practice of Philosophy for Children

International Perspectives

This book on Philosophy for Children (P4C) is a compilation of articles written by its founders and the movement‘s leaders worldwide. These articles have been prepared in the dialogue and interview format. Part I explains the genesis of the movement, its philosophical and theoretical foundations. Part II examines the specialized uses of philosophical dialogues in teaching philosophy, morality, ethics and sciences. Part III examines the theoretical concerns such as the aims of the method in regards to the search for truth or sense of meaning, or the debate on the novel or short stories and its characteristics. Part IV explains the practices of P4C worldwide and the issue of cultural differences, the ways of the community of inquiry and the necessary adaptation to suit local concerns. The book concludes with a notable review of the progress of P4C, the obstacles, and its international spread to over 60 countries. These penetrating insights make the book an incredibly rich resource for anyone interested in or involved with implementing a P4C programme. Brave Old Subject, Brave New World Teaching Science and Morality Via P4C Showing Children can do Philosophy

Here, it is the educational culture that seems to have had the most effect on modifying P4C, leading to a proliferation of new materials, ... Rosnani Hashim (chapter 20) considers the place of P4C in the context of Muslim Education.

Diversity in Gifted Education

International Perspectives on Global Issues

This timely book brings together experts from around the world to share expertise and best practice to form an eclectic collection of the best approaches for teaching gifted and talented children from different cultures. Each chapter: presents an overview of international perspectives on the issues of multi-cultural and gifted education examines the critical issues related to cultural definitions of giftedness in programming for diverse gifted students presents regional case studies in order to inform practitioners' best practice examines issues of access for gifted students in relation to culture, poverty, race and gender. In addition, details of websites and associations which offer support and advice are also provided, making this book an invaluable resource for academics, researchers, teachers and parents of gifted and talented children.

This timely book brings together experts from around the world to share expertise and best practice to form an eclectic collection of the best approaches for teaching gifted and talented children from different cultures.