標(biāo)題: Titlebook: Educating Future Teachers: Innovative Perspectives in Professional Experience; Jeana Kriewaldt,Angelina Ambrosetti,Ros Capeness Book 2018 [打印本頁(yè)] 作者: Pessimistic 時(shí)間: 2025-3-21 18:25
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書目名稱Educating Future Teachers: Innovative Perspectives in Professional Experience讀者反饋
書目名稱Educating Future Teachers: Innovative Perspectives in Professional Experience讀者反饋學(xué)科排名
作者: Constituent 時(shí)間: 2025-3-21 21:40 作者: 冰河期 時(shí)間: 2025-3-22 00:24
Lara J. Hansen,Jennifer R. Hoffmane developed may assist educators and researchers not only to create supportive conditions for the development of initial teacher education school-university partnerships but also to [re]imagine the possibilities of such partnerships to realise continual expansive transformative learning for all invo作者: commodity 時(shí)間: 2025-3-22 06:44 作者: 迷住 時(shí)間: 2025-3-22 08:56 作者: 肉身 時(shí)間: 2025-3-22 13:06
https://doi.org/10.1007/978-94-010-0583-8llenges experienced in convening communities within TeachConnect are used to highlight some of the key issues in fostering a high quality of praxis of mentoring in the online space, including the need to balance a fluid adoption of roles within mentorship with the need for well-prepared mentors.作者: 肉身 時(shí)間: 2025-3-22 17:25 作者: Pander 時(shí)間: 2025-3-23 00:42 作者: 謙虛的人 時(shí)間: 2025-3-23 02:59 作者: Inferior 時(shí)間: 2025-3-23 09:19
https://doi.org/10.1007/978-3-319-94670-2overnments are advocating for the improvement of preservice teachers’ school experiences and for universities to ensure the graduation of ‘classroom-ready’ teachers. This chapter examines how initial teacher education providers are enhancing preservice teachers’ teaching and learning experiences thr作者: 枯燥 時(shí)間: 2025-3-23 11:21
Chinese Investment in the EU’s Energy Sectore models presented were different in delivery and format, yet there were similarities in the barriers encountered when we tried to expand them to encompass a wider cohort of schools and preservice teachers. We believe it is important to provide this account of our experiences with paired placement m作者: concise 時(shí)間: 2025-3-23 16:19 作者: Ancestor 時(shí)間: 2025-3-23 21:13 作者: Favorable 時(shí)間: 2025-3-24 00:05 作者: 橡子 時(shí)間: 2025-3-24 02:47 作者: 雪白 時(shí)間: 2025-3-24 08:03 作者: 抑制 時(shí)間: 2025-3-24 13:39
Exploring Cogenerativity in Initial Teacher Education School-University Partnerships Using the Methoe developed may assist educators and researchers not only to create supportive conditions for the development of initial teacher education school-university partnerships but also to [re]imagine the possibilities of such partnerships to realise continual expansive transformative learning for all invo作者: 智力高 時(shí)間: 2025-3-24 16:58
Boundary Objects and Brokers in Professional Experience: An Activity Theory Analysised the preservice teachers’ boundary crossing between the university and school context. The innovation in this chapter is the novel use of activity theory to examine preservice teacher learning in professional experience.作者: 館長(zhǎng) 時(shí)間: 2025-3-24 22:20
Reconsidering the Communicative Space: Learning to Bed’. A series of three vignettes are presented to illustrate how mentoring is both epistemological (what we know or can do) and ontological (how we are learning to be). It is this learning to be, in the teaching and learning to teach relationship, that we aim to identify, illustrate and elaborate in 作者: 思考 時(shí)間: 2025-3-24 23:56
Raising the Quality of Praxis in Online Mentoringllenges experienced in convening communities within TeachConnect are used to highlight some of the key issues in fostering a high quality of praxis of mentoring in the online space, including the need to balance a fluid adoption of roles within mentorship with the need for well-prepared mentors.作者: 絕種 時(shí)間: 2025-3-25 07:03 作者: 含糊 時(shí)間: 2025-3-25 07:59
Fostering Professional Learning Through Evidence-Informed Mentoring Dialogues in School Settingsng and learning. This diminished opportunities for the construction and interrogation of professional reasoning in post-lesson discussions. Later findings, however, indicated that the use of the descriptive observation tool for the recording of evidence-informed observations fostered an inquiring an作者: 揭穿真相 時(shí)間: 2025-3-25 13:52 作者: CAMP 時(shí)間: 2025-3-25 17:22
Immersion Programs in Australia: Exploring Four Models for Developing ‘Classroom-Ready’ Teachersovernments are advocating for the improvement of preservice teachers’ school experiences and for universities to ensure the graduation of ‘classroom-ready’ teachers. This chapter examines how initial teacher education providers are enhancing preservice teachers’ teaching and learning experiences thr作者: 善于騙人 時(shí)間: 2025-3-25 20:33
Paired Placements in Intensified School and University Environments: Advantages and Barrierse models presented were different in delivery and format, yet there were similarities in the barriers encountered when we tried to expand them to encompass a wider cohort of schools and preservice teachers. We believe it is important to provide this account of our experiences with paired placement m作者: MUTE 時(shí)間: 2025-3-26 00:33 作者: MAIZE 時(shí)間: 2025-3-26 05:20
Book 2018unts of collaboration, innovation and success make a major contribution to the field, both nationally and internationally. The book was developed from a research workshop funded by an Australian Association for Research in Education grant and organised by the Teacher Education Research and Innovation Special Interest Group..作者: 衍生 時(shí)間: 2025-3-26 11:59 作者: 個(gè)阿姨勾引你 時(shí)間: 2025-3-26 16:18 作者: Mitigate 時(shí)間: 2025-3-26 20:25
Impacts on Integrated Pest Management,e field, a more nuanced understanding of the varied elements of professional experience, including new and renewed knowledge, has been recorded. This chapter provides the background, aims, rationale and synopsis of sections and chapters in the volume.作者: 我怕被刺穿 時(shí)間: 2025-3-26 23:45
An All-Electric Society for Less CO2?,programs. Our analysis of the innovations presented in this volume of work brings to light three themes that help us to answer the questions that were proposed in our quest to unearth innovation in professional experience.作者: misshapen 時(shí)間: 2025-3-27 04:27
Introduction: Researching Innovative Perspectives in Professional Experience,e field, a more nuanced understanding of the varied elements of professional experience, including new and renewed knowledge, has been recorded. This chapter provides the background, aims, rationale and synopsis of sections and chapters in the volume.作者: cliche 時(shí)間: 2025-3-27 06:55 作者: 敏捷 時(shí)間: 2025-3-27 11:57 作者: SPECT 時(shí)間: 2025-3-27 17:04
Jeana Kriewaldt,Angelina Ambrosetti,Ros CapenessProvides in-depth conceptual and empirical research on professional experience.Uses collaborative approaches to provide cross-programme insights.Explores a range of current Australian research practic作者: SUE 時(shí)間: 2025-3-27 19:08
http://image.papertrans.cn/e/image/302320.jpg作者: adulterant 時(shí)間: 2025-3-28 00:09
Impacts on Integrated Pest Management,nowledge base. Teacher educators from a wide range of institutions and jurisdictions worked together at a conference in early 2016 to share, critique and celebrate their different perspectives and innovative programs. The result is this edited volume of 14 chapters, representing the work of 30 autho作者: 閑蕩 時(shí)間: 2025-3-28 05:37
Informal Risk Systems Challenges,however, there have been specific policy calls for greater involvement of schools in teacher preparation. These calls have come in two distinct waves of partnership policy reforms in Australia. The first began in earnest with the Australian Government announcement through the . (Council of Australia作者: 藕床生厭倦 時(shí)間: 2025-3-28 06:56 作者: set598 時(shí)間: 2025-3-28 13:36
Lara J. Hansen,Jennifer R. Hoffman projects in Australia. The first of these professional experience projects drew on the use of participatory approaches in a new Master of Teaching program; the second involved a project of co-teaching triads; and the third concerned the development of university, school and system partnerships. The作者: 不在灌木叢中 時(shí)間: 2025-3-28 17:21
Prediction from Weeks to Decades,ut the need to enhance the effectiveness of the professional experience in teacher education programs and have called for innovations that will enhance the current school-based experiences within these programs. In response to this call, there have been many innovations which have been implemented w作者: 語言學(xué) 時(shí)間: 2025-3-28 20:06
Narendra Kumar Tyagi,Pramod Kumar Joshiand recent innovations in mentoring practices to move discussion on from an historical focus on definitions of the roles of mentors and mentees to consideration of the actual doings of those involved in mentoring relationships. In so doing, it aims to contribute to a conceptualisation of mentoring a作者: amplitude 時(shí)間: 2025-3-28 23:03
Christian-D. Sch?nwiese,J?rg Rappstead join us in a sharply reconsidered analysis of the communicative space in which teachers and preservice teachers negotiate the phenomenon of ‘learning to be’. We take the Habermasian concept of communicative space (Habermas J, Theory of communicative action, vol 2: Lifeworld and system: a criti作者: FID 時(shí)間: 2025-3-29 03:40
https://doi.org/10.1007/978-94-010-0583-8of online mentoring provides an opportunity to revisit the question of how to design mentoring programs that support the development of a high quality of praxis in the participants. This chapter argues for a broad understanding of mentoring as formally convened, dialogic communities of teachers that作者: 小樣他閑聊 時(shí)間: 2025-3-29 08:04
C. A. Busso,Osvaldo A. Fernándezvice teachers in one South Australian university. The rubric was designed to focus the mentoring and formative and summative assessment of professional experience to align with the new Australian Professional Standards for Teachers (APST). The study engaged with all the stakeholders on multiple dime作者: exhilaration 時(shí)間: 2025-3-29 15:03 作者: xanthelasma 時(shí)間: 2025-3-29 16:47 作者: 放逐某人 時(shí)間: 2025-3-29 22:38
https://doi.org/10.1007/978-3-319-94670-2o teach. The preservice teachers’ experiences within schools provide critical insights into these complexities and provide ongoing professional development towards their classroom readiness. It is in the school setting where theory learnt at university can inform and support preservice teachers to m作者: circumvent 時(shí)間: 2025-3-30 01:58 作者: Celiac-Plexus 時(shí)間: 2025-3-30 06:47
An All-Electric Society for Less CO2?,innovation and innovative practices in initial teacher education is the professional experience, a highly valued and significant component of learning to teach. When we speak of innovation we refer to changing or creating better processes, products and ideas. This chapter highlights the insights, ch作者: Legend 時(shí)間: 2025-3-30 10:12 作者: minion 時(shí)間: 2025-3-30 14:37 作者: EXUDE 時(shí)間: 2025-3-30 17:41
Introduction: Researching Innovative Perspectives in Professional Experience,nowledge base. Teacher educators from a wide range of institutions and jurisdictions worked together at a conference in early 2016 to share, critique and celebrate their different perspectives and innovative programs. The result is this edited volume of 14 chapters, representing the work of 30 autho作者: 洞察力 時(shí)間: 2025-3-30 21:43 作者: foreign 時(shí)間: 2025-3-31 04:15
Theorising the Third Space of Professional Experience Partnershipsis refers to the dialectical positioning of university-based learning about teaching as abstracted theory in opposition to situated school-based learning about teaching through practice. This perceived theory-practice gap is exacerbated by the fact that the distinction between university-based and s
