標(biāo)題: Titlebook: Exploratory Practice for Continuing Professional Development; An Innovative Approa Assia Slimani-Rolls,Richard Kiely Book 2019 The Editor(s [打印本頁] 作者: 加冕 時(shí)間: 2025-3-21 16:55
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書目名稱Exploratory Practice for Continuing Professional Development讀者反饋學(xué)科排名
作者: 人類學(xué)家 時(shí)間: 2025-3-21 20:14
Exploratory Practice for Continuing Professional DevelopmentAn Innovative Approa作者: 突變 時(shí)間: 2025-3-22 01:07 作者: synovium 時(shí)間: 2025-3-22 07:18 作者: Harridan 時(shí)間: 2025-3-22 09:00
Exploratory Practice as a Principled Framework for CPDide range of CPD approaches from the more traditional, input-based models, to more recent enquiry-based forms, which are reflected in the type of transformative CPD that we develop in this book. We illustrate how the guiding principles of EP—prioritising quality of life, understanding, collegiality,作者: Dysarthria 時(shí)間: 2025-3-22 13:10 作者: Dysarthria 時(shí)間: 2025-3-22 18:54
Teachers and Researchers: Working Towards a Teacher Learning Communitys have developed. This programme, implemented over two years, focussed on using the principles of Exploratory Practice (EP) in order to understand and transform the classrooms of the participating teachers, and supporting them in documenting their experiences (Chapters .–.). This chapter introduces 作者: Hot-Flash 時(shí)間: 2025-3-22 21:29
Using the Mother Tongue in the Language Classroom: Hindrance or Help?eign language classroom. The research, integrated into the teacher’s normal classroom activities, includes questionnaires, interviews, language use journals and classroom discussion. The analysis shows that although learners ideally want to be exposed to as much of the target language as possible, t作者: 亞當(dāng)心理陰影 時(shí)間: 2025-3-23 03:26 作者: BOOST 時(shí)間: 2025-3-23 08:10
A Written Feedback Puzzle: Understanding ‘Local’ Pedagogy with written feedback. The account describes how the process involved the teacher and students as partners in the enquiry which used regular classroom discussions and dialogical feedback. The case study illustrates how a mutual dialogical engagement between practitioner and students helped break aw作者: 宣誓書 時(shí)間: 2025-3-23 12:44 作者: Hemiparesis 時(shí)間: 2025-3-23 14:11 作者: Eulogy 時(shí)間: 2025-3-23 20:03 作者: 裁決 時(shí)間: 2025-3-23 23:46
Opportunities and Challenges for Exploratory Practice in the Classroom in Part II, one documenting the process of the CPD project and six documenting the experiences of EP by the participating teachers provide many messages, some reflecting positions in CPD and findings of other research studies, others illustrating the unique contribution EP can make. Together, they 作者: ANT 時(shí)間: 2025-3-24 03:43 作者: 彈藥 時(shí)間: 2025-3-24 09:06
https://doi.org/10.1007/978-3-319-19806-4ch to practice, and as a form of practitioner research, can develop teachers’ pedagogic strategies through working with students to understand classrooms, and to transform the social space of the classroom.作者: 使習(xí)慣于 時(shí)間: 2025-3-24 14:32
https://doi.org/10.1007/978-3-030-69496-8sformative CPD that we develop in this book. We illustrate how the guiding principles of EP—prioritising quality of life, understanding, collegiality, inclusivity, sustainability, and the use of normal classroom activities as investigative tools—can be inherent driving forces for maintaining the teachers’ search for understanding their practice.作者: LEERY 時(shí)間: 2025-3-24 18:03
https://doi.org/10.1007/978-1-349-08223-0uage Teacher Research (LTR) project, show how the teacher developed insights into aspects of teaching, and the factors which seem to account for the relationship between what is taught and what is learnt. The EP led to shared understanding with students, and to a new-found sense of confidence as a teacher, and new connections to the literature.作者: shrill 時(shí)間: 2025-3-24 19:47 作者: Celiac-Plexus 時(shí)間: 2025-3-24 23:48 作者: Blanch 時(shí)間: 2025-3-25 06:19
The Disenchantment of the World, including globalisation and internationalisation. We see Exploratory Practice (EP) as a means of facing up to some of the challenges, and developing the pedagogic approaches and classroom skills which are capable of transforming the teaching of MFLs posed by the globalised classroom.作者: 蟄伏 時(shí)間: 2025-3-25 08:38
https://doi.org/10.1007/978-3-030-81625-4the participating teachers, the research leads and the various activities of the programme, with particular attention to the challenges of implementing practitioner research and writing up the case studies.作者: 南極 時(shí)間: 2025-3-25 15:17 作者: 大炮 時(shí)間: 2025-3-25 19:45 作者: temperate 時(shí)間: 2025-3-25 23:42
“Your Problem Is Not at All an Uncommon One”ay from routinized pedagogical practices, how mutual learning and rapport coming before efficiency and competence, and how this insight has become progressively integrated into this teacher’s pedagogy.作者: OREX 時(shí)間: 2025-3-26 03:20 作者: 格子架 時(shí)間: 2025-3-26 05:57
Exploratory Practice and Modern Foreign Languages in a Globalised World including globalisation and internationalisation. We see Exploratory Practice (EP) as a means of facing up to some of the challenges, and developing the pedagogic approaches and classroom skills which are capable of transforming the teaching of MFLs posed by the globalised classroom.作者: SEED 時(shí)間: 2025-3-26 12:12
Teachers and Researchers: Working Towards a Teacher Learning Communitythe participating teachers, the research leads and the various activities of the programme, with particular attention to the challenges of implementing practitioner research and writing up the case studies.作者: 擴(kuò)音器 時(shí)間: 2025-3-26 12:52 作者: watertight, 時(shí)間: 2025-3-26 18:29 作者: 沐浴 時(shí)間: 2025-3-26 23:39
A Written Feedback Puzzle: Understanding ‘Local’ Pedagogyay from routinized pedagogical practices, how mutual learning and rapport coming before efficiency and competence, and how this insight has become progressively integrated into this teacher’s pedagogy.作者: 正論 時(shí)間: 2025-3-27 04:54 作者: 記成螞蟻 時(shí)間: 2025-3-27 05:22 作者: 直言不諱 時(shí)間: 2025-3-27 11:07 作者: ESPY 時(shí)間: 2025-3-27 15:46
Gaining Deeper Understanding of Teaching Speaking Skills from Collaborative Inquiryuage Teacher Research (LTR) project, show how the teacher developed insights into aspects of teaching, and the factors which seem to account for the relationship between what is taught and what is learnt. The EP led to shared understanding with students, and to a new-found sense of confidence as a teacher, and new connections to the literature.作者: miracle 時(shí)間: 2025-3-27 18:24
Insight into Learner-Generated Materialstes how this contributes to enhanced good quality of life in the classroom. The study provides a description of the EP classroom research strategies used, examples of student feedback and evaluation of the local pedagogy, and the ways in which students were included in the research process.作者: 急性 時(shí)間: 2025-3-28 00:55 作者: 鬧劇 時(shí)間: 2025-3-28 02:07
Book 2019the increasing demand for teachers to engage in research. It presents the results of a unique two-year longitudinal study that critically examines the implementation of EP by teachers of English and modern foreign languages. Through these case studies, the authors provide a critical account of EP as作者: ANN 時(shí)間: 2025-3-28 06:43 作者: Permanent 時(shí)間: 2025-3-28 13:31
https://doi.org/10.1007/978-3-319-69763-5English for Academic Purposes; Teacher education; Curriculum improvement; Modern foreign languages (MFL作者: 禮節(jié) 時(shí)間: 2025-3-28 14:34 作者: wreathe 時(shí)間: 2025-3-28 18:53
https://doi.org/10.1007/978-3-319-19806-4ng, from method to post-method, which have come to shape programmes in teacher education and development. Then, it discusses the ways EP, as an approach to practice, and as a form of practitioner research, can develop teachers’ pedagogic strategies through working with students to understand classro作者: 生意行為 時(shí)間: 2025-3-29 01:48
https://doi.org/10.1007/978-3-030-69496-8ide range of CPD approaches from the more traditional, input-based models, to more recent enquiry-based forms, which are reflected in the type of transformative CPD that we develop in this book. We illustrate how the guiding principles of EP—prioritising quality of life, understanding, collegiality,作者: 一再遛 時(shí)間: 2025-3-29 03:36 作者: 較早 時(shí)間: 2025-3-29 07:19
https://doi.org/10.1007/978-3-030-81625-4s have developed. This programme, implemented over two years, focussed on using the principles of Exploratory Practice (EP) in order to understand and transform the classrooms of the participating teachers, and supporting them in documenting their experiences (Chapters .–.). This chapter introduces 作者: membrane 時(shí)間: 2025-3-29 11:56 作者: 同步左右 時(shí)間: 2025-3-29 17:45 作者: MEN 時(shí)間: 2025-3-29 21:13
