標(biāo)題: Titlebook: Enacted Personal Professional Learning; Re-thinking Teacher Carmel Patterson Book 2019 Springer Nature Singapore Pte Ltd. 2019 Teacher Pro [打印本頁(yè)] 作者: 債務(wù)人 時(shí)間: 2025-3-21 18:14
書目名稱Enacted Personal Professional Learning影響因子(影響力)
書目名稱Enacted Personal Professional Learning影響因子(影響力)學(xué)科排名
書目名稱Enacted Personal Professional Learning網(wǎng)絡(luò)公開度
書目名稱Enacted Personal Professional Learning網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Enacted Personal Professional Learning被引頻次
書目名稱Enacted Personal Professional Learning被引頻次學(xué)科排名
書目名稱Enacted Personal Professional Learning年度引用
書目名稱Enacted Personal Professional Learning年度引用學(xué)科排名
書目名稱Enacted Personal Professional Learning讀者反饋
書目名稱Enacted Personal Professional Learning讀者反饋學(xué)科排名
作者: carotenoids 時(shí)間: 2025-3-21 23:00 作者: PALL 時(shí)間: 2025-3-22 04:26
,Re-envisioning Teacher Learning—Enacted Personal Professional Learning (EPPL),structivist perspective by combining narrative inquiry and phenomenological inquiry. The study relied on the iterative process of gathering and analysing individual teacher representations of their experience through a three-interview process. Teaching expertise criteria supported the nomination of 作者: 和諧 時(shí)間: 2025-3-22 07:10 作者: MOT 時(shí)間: 2025-3-22 10:42
,Chloé: Core Drivers of Experiential Orientation, Feedback and Self-Regulation,Chloé’s experience, in which she orients her story towards an ability to address the competing demands of her teaching and leadership roles. Two complicating actions for Chloé and her subsequent reflections highlight a recognition of expertise in others and her aspirations to leadership while quelli作者: effrontery 時(shí)間: 2025-3-22 16:26 作者: effrontery 時(shí)間: 2025-3-22 17:46
Lilli: Horizons for Harnessing Emotional Positivity and Dealing with Change,earning, which she characterises as a constant juggling of responsibilities. Four complicating actions are explored for Lilli and the evaluation of these by Lilli herself. She indicates how she learnt through teaching a student with special needs, building good relationships with students, coordinat作者: 辮子帶來(lái)幫助 時(shí)間: 2025-3-23 00:33 作者: Yag-Capsulotomy 時(shí)間: 2025-3-23 04:42
Encapsulating EPPL Perspectives and Problematics, what constitutes meaning in the development of teacher expertise are situated within the personal being and becoming of TPL. This chapter shows how perspectives of empathetic understanding and non-competitive collegiality are critical to developing expertise. The professional learning narratives of作者: Mets552 時(shí)間: 2025-3-23 07:30
Expertise, Third Space Thinking and EPPL Principles for Action,sentations of the teachers’ constructions of meaning within their lifeworld. Secondly, interrogating expert teachers’ experience of personal professional learning uncovers new understanding on the development of expertise. Thirdly, positing the centrality of learning within the lifeworldof expert te作者: 凹槽 時(shí)間: 2025-3-23 11:23 作者: Arctic 時(shí)間: 2025-3-23 15:22
,Introduction—Why a Book on Teacher Professional Learning Now?,alia in a global education context. I outline the research basis of storytelling for analysing the learning of expert teachers and for determining the implications for practice. The reader is guided by the questions posed for each section as follows: 作者: 領(lǐng)袖氣質(zhì) 時(shí)間: 2025-3-23 20:59 作者: Lineage 時(shí)間: 2025-3-24 01:12
https://doi.org/10.1007/978-981-13-6007-7Teacher Professional Learning (TPL); Enacted Personal Professional Learning (EPPL); expert teacher and作者: MAOIS 時(shí)間: 2025-3-24 03:00 作者: 有限 時(shí)間: 2025-3-24 08:20
http://image.papertrans.cn/e/image/309181.jpg作者: deface 時(shí)間: 2025-3-24 12:19
https://doi.org/10.1007/978-3-663-11118-4alia in a global education context. I outline the research basis of storytelling for analysing the learning of expert teachers and for determining the implications for practice. The reader is guided by the questions posed for each section as follows: 作者: ostracize 時(shí)間: 2025-3-24 17:26
https://doi.org/10.1007/978-3-663-01186-6es teacher learning link to the issues and debates found in the mélange of professional teaching standards and accreditation? Teacher professionalism and teacher learning that exist across the world are contextualised within the broader international setting. Global perspectives and recent trends fo作者: 眉毛 時(shí)間: 2025-3-24 19:32
,Einflu?linien für Form?nderungen,structivist perspective by combining narrative inquiry and phenomenological inquiry. The study relied on the iterative process of gathering and analysing individual teacher representations of their experience through a three-interview process. Teaching expertise criteria supported the nomination of 作者: Fortuitous 時(shí)間: 2025-3-25 02:33 作者: SEMI 時(shí)間: 2025-3-25 04:16
Doppelbiegung und schiefe Biegung,Chloé’s experience, in which she orients her story towards an ability to address the competing demands of her teaching and leadership roles. Two complicating actions for Chloé and her subsequent reflections highlight a recognition of expertise in others and her aspirations to leadership while quelli作者: resuscitation 時(shí)間: 2025-3-25 09:49
https://doi.org/10.1007/978-3-663-11120-7tion for travel provides ongoing incentive to seek a variety of experiences despite the stressful aspects of initiation into different teaching environments. This chapter reveals Mia’s ongoing evaluation throughout her learning. She preserves her self-esteem and resilience in her secondary school te作者: Repetitions 時(shí)間: 2025-3-25 13:15
https://doi.org/10.1007/978-3-663-11117-7earning, which she characterises as a constant juggling of responsibilities. Four complicating actions are explored for Lilli and the evaluation of these by Lilli herself. She indicates how she learnt through teaching a student with special needs, building good relationships with students, coordinat作者: 種植,培養(yǎng) 時(shí)間: 2025-3-25 18:11 作者: 雜役 時(shí)間: 2025-3-25 21:43
https://doi.org/10.1007/978-3-662-09399-3 what constitutes meaning in the development of teacher expertise are situated within the personal being and becoming of TPL. This chapter shows how perspectives of empathetic understanding and non-competitive collegiality are critical to developing expertise. The professional learning narratives of作者: 出來(lái) 時(shí)間: 2025-3-26 00:57
Aufgaben der technischen Abteilungen,sentations of the teachers’ constructions of meaning within their lifeworld. Secondly, interrogating expert teachers’ experience of personal professional learning uncovers new understanding on the development of expertise. Thirdly, positing the centrality of learning within the lifeworldof expert te作者: LURE 時(shí)間: 2025-3-26 06:54 作者: certitude 時(shí)間: 2025-3-26 12:03
Jaxon: The Motivations of Heart, Happiness and the Whole Person,s, and the textual and spoken context representing a metaphorical universe containing the challenges that Jaxon values. Finally, posing Enacted Personal Professional Learning (EPPL) questions to evaluate the meaning Jaxon attributions to heart, happiness and whole person enables A conversation with 作者: 環(huán)形 時(shí)間: 2025-3-26 13:41 作者: 帽子 時(shí)間: 2025-3-26 18:32
Lilli: Horizons for Harnessing Emotional Positivity and Dealing with Change,s for her learning. Her use of metaphor and proverbial understandings to express her classroom teaching practice and coordinator role responsibilities are identified. Following the Summary and conclusion, A conversation with colleagues poses Enacted Personal Professional Learning (EPPL) questions to作者: colloquial 時(shí)間: 2025-3-26 22:34 作者: conference 時(shí)間: 2025-3-27 04:01
Encapsulating EPPL Perspectives and Problematics,mmunicative, collaborative pedagogy and avoid professional isolation; the confrontation of uncertain challenges to undergo the struggle for developmental opportunities, and a developmental awareness of prevailing through the seemingly impossible possibility of becoming to accept the acknowledgement 作者: esoteric 時(shí)間: 2025-3-27 06:22 作者: 終端 時(shí)間: 2025-3-27 10:10
Book 2019ought processes in order to understand expert teachers’ learning, and offers essential principles for promoting storytelling to help teachers be or become empowered educators who can actively shape education communities for teacher professional learning..作者: 吸引人的花招 時(shí)間: 2025-3-27 14:39
,Einflu?linien für Form?nderungen,the problematics as they arise. The Summary and conclusion then review the thinking on methodology, methods, participants and theoretical tools required throughout the research, prior to posing questions for debate in a conversation with colleagues. EPPL offers a robust model for understanding the p作者: 設(shè)想 時(shí)間: 2025-3-27 21:30
Walter Wagner,Gerhard Erlhof,Gerhard Erlhofs, and the textual and spoken context representing a metaphorical universe containing the challenges that Jaxon values. Finally, posing Enacted Personal Professional Learning (EPPL) questions to evaluate the meaning Jaxon attributions to heart, happiness and whole person enables A conversation with 作者: Leisureliness 時(shí)間: 2025-3-28 01:29 作者: 少量 時(shí)間: 2025-3-28 04:44 作者: 個(gè)人長(zhǎng)篇演說(shuō) 時(shí)間: 2025-3-28 10:20
Unverschiebliche Rahmen nach Cross, approach in his teaching. Finally, the Summary and conclusion reveals how Anh’s approach to his learning enables him to construct self-understanding from his personal professional development, while an understanding of the inherent value of years of teaching experience is considered in the Enacted 作者: maudtin 時(shí)間: 2025-3-28 13:29
https://doi.org/10.1007/978-3-662-09399-3mmunicative, collaborative pedagogy and avoid professional isolation; the confrontation of uncertain challenges to undergo the struggle for developmental opportunities, and a developmental awareness of prevailing through the seemingly impossible possibility of becoming to accept the acknowledgement 作者: 外來(lái) 時(shí)間: 2025-3-28 16:47 作者: 和諧 時(shí)間: 2025-3-28 19:04
incorporates teachers’ unique perspectives, problems and thought processes in order to understand expert teachers’ learning, and offers essential principles for promoting storytelling to help teachers be or become empowered educators who can actively shape education communities for teacher professional learning..978-981-13-6007-7作者: encyclopedia 時(shí)間: 2025-3-29 02:02 作者: Legend 時(shí)間: 2025-3-29 05:26
Doppelbiegung und schiefe Biegung,rs and her expressions of doubt in relation to teacher leader roles. The chapter’s Summary and conclusion examine the meaning Chloé ascribes to the tangibility, feedback and self-regulation of her learning experiences, prior to posing Enacted Personal Professional Learning (EPPL) questions for A conversation with colleagues.作者: ELUDE 時(shí)間: 2025-3-29 10:06 作者: 完成才能戰(zhàn)勝 時(shí)間: 2025-3-29 15:11
https://doi.org/10.1007/978-3-663-01186-6 within professional growth plans. The chapter explores contextual examples from Australia, Canada, Finland, Shanghai and Singapore. The Summary and conclusion provide a synopsis in connecting concepts for understanding Enacted Personal Professional Learning (EPPL), prior to posing two guiding questions for A conversation with colleagues.作者: glacial 時(shí)間: 2025-3-29 17:48
