標(biāo)題: Titlebook: Uncertainty in Teacher Education Futures; Scenarios, Politics Sandy Schuck,Peter Aubusson,Sue Brindley Book 2018 Springer Nature Singapore [打印本頁] 作者: 聯(lián)系 時(shí)間: 2025-3-21 16:55
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書目名稱Uncertainty in Teacher Education Futures讀者反饋學(xué)科排名
作者: 警告 時(shí)間: 2025-3-21 20:57
Politics of Education: Tensions and Paradoxes, Finally, the implications of the politicisation of education for career survival by established and early career teachers is considered with particular reference to the dilemmas with which teacher educators are faced, and ways in which they might respond to those.作者: 恃強(qiáng)凌弱 時(shí)間: 2025-3-22 00:32
Why the Future Is Important,hanges and contexts in which it is embedded. These contexts include changes in political arenas, in the nature of knowledge that is deemed important and in the emergence of new technologies. The future is always uncertain but if we have a sense of the drivers that will influence society, schooling a作者: 碳水化合物 時(shí)間: 2025-3-22 07:30
Key Drivers of Teacher Education,re often characterised by conflict with the values, beliefs and behaviours of teachers and teacher educators. Through an investigation of contexts that allow examination of some of the tensions present in education, we illustrate how powerfully education is now constructed by forces outside of the s作者: RAG 時(shí)間: 2025-3-22 09:13
Politics of Education: Tensions and Paradoxes,o- and micro-levels of teacher education, and track through those the ways in which education, teachers and teacher educators have been impacted in terms of power hierarchies, professionalism and identity. Integral to this is a consideration of the significance of access to a professional discourse.作者: 以煙熏消毒 時(shí)間: 2025-3-22 15:07 作者: 違法事實(shí) 時(shí)間: 2025-3-22 17:24
Changing Knowledge, Changing Education,We consider how each group might lay claim to a particular dimension of knowledge and how that might impact on professionalism and practice using a triad of theorised lenses to explore some of the key areas. In particular, we are interested here in the polarity of compliance and resistance evident i作者: 連鎖,連串 時(shí)間: 2025-3-22 21:46
Futures Methodology: Approaches, Methods, Tools and Techniques, are a number of ways that predictions of, visions for and debates about the future can be embedded in rigorous research. This chapter first considers the difference between forecast research, which seeks to predict the future, and foresight research which seeks to generate views of alternative futu作者: CYT 時(shí)間: 2025-3-23 05:17 作者: Migratory 時(shí)間: 2025-3-23 07:10
Backcasting: Testing the Feasibility of Alternative Futures,tures research is that it seeks to provide insights to change the present, to change actions and policies and practice. In short, if futures research only yields knowledge and fails to influence the systems that are being investigated then it falls short of achieving its overarching goal. Extending 作者: 蚊帳 時(shí)間: 2025-3-23 10:50
Schooling Scenarios: Looking Back to Look Forward,15–20?years from the date of their development, it is of interest to consider how they align with current conditions. The chapter considers the question, ‘What do learning systems look like in 2018, the period in which the OECD scenarios were positioned?’ Each of the original scenarios is examined t作者: resuscitation 時(shí)間: 2025-3-23 17:06
Knowledge and Technology Challenging the Future,-time Masters’ program in the UK. These students are all teachers working in various parts of the Middle East and Africa, and many are senior leaders in their own schools. The narrative of the chapter describes how these postgraduate students used the process of future scenario thinking to explore t作者: 顛簸下上 時(shí)間: 2025-3-23 18:04
Mobile STEM Learning Scenarios,eek to implement inquiry-based learning within authentic and collaborative contexts, mimicking the processes and settings real STEM practitioners experience. The reality maybe somewhat different, as this study demonstrates, with students often shackled by the physical boundaries of the classroom and作者: Defense 時(shí)間: 2025-3-24 02:04
Science Education: Past Crises, Potential Futures,s some underlying challenges in present and past science education and describes the way in which experts have proposed ideal or better ways to go about science education. The work reported here draws on data from Australia but is located in an international context. The chapter describes an extende作者: 秘傳 時(shí)間: 2025-3-24 04:14
,Backcasting Mathematics Teaching: Preservice Teachers’ Voices,how a cohort of student secondary mathematics teachers view the future of mathematics teacher education using scenarios and backcasting to gather the students’ views. First, we introduce the drivers that currently exist in mathematics education. Then, we develop scenarios that reflect selected drive作者: 實(shí)施生效 時(shí)間: 2025-3-24 08:30
,Future—Always Coming Never Comes: Embracing Imagination and Learning from Uncertainty,ncertain but, if we are to design and plan for what is to come rather than accept and adapt to what arrives, we need to use futures thinking tools effectively in teacher education. We can batten down our hatches and be tossed about upon an angry sea or consider options, plan and set sail for a desti作者: 規(guī)章 時(shí)間: 2025-3-24 12:20
Book 2018 contexts, providing readers with futures tools that they can use to explore curricula and pedagogies.? It explains futures methods, including scenario development and backcasting, and illustrates them with examples of research in science, technology and mathematics education contexts.?.By allowing 作者: STANT 時(shí)間: 2025-3-24 15:11
Changing Knowledge, Changing Education,eachers as ‘transformative intellectuals’ (Giroux in Teachers as intellectuals: towards a critical pedagogy of learning. Greenwood Publishing Group, London, .). Teacher educators are thus understood as agents of knowledge change reflecting the shared values of all stakeholders to democracy in education.作者: meretricious 時(shí)間: 2025-3-24 20:12 作者: Ruptured-Disk 時(shí)間: 2025-3-25 02:50 作者: affinity 時(shí)間: 2025-3-25 05:15 作者: 暴行 時(shí)間: 2025-3-25 07:44
Schooling Scenarios: Looking Back to Look Forward,, based on the original OECD scenarios. These scenarios take into account current and future drivers to imagine a new set of scenarios. The intention of these scenarios is to provoke debate about schooling and teacher education.作者: 殺人 時(shí)間: 2025-3-25 14:17 作者: 傲慢物 時(shí)間: 2025-3-25 18:33 作者: 停止償付 時(shí)間: 2025-3-25 20:57 作者: CYN 時(shí)間: 2025-3-26 00:37
Sandy Schuck,Peter Aubusson,Kevin Burden,Sue Brindleyfung der Daten zu einem Gesamtbild sowie der Visualisierung, die eine generische Sicht auf diese Ursache-Wirkungs-Beziehungen erm?glicht.Die gewonnene Transparenz verbessert die Entscheidungsf?higkeit bei der Gestaltung von Produktfamilienstrukturen..978-3-662-65263-3Series ISSN 2629-2157 Series E-ISSN 2662-7485 作者: 灰姑娘 時(shí)間: 2025-3-26 05:48 作者: Excise 時(shí)間: 2025-3-26 10:55
Sandy Schuck,Peter Aubusson,Kevin Burden,Sue Brindleysuchungen mit Kontrollgruppen zu erfassen. Auch die Tatsache findet Anerkennung, da? Berichte über unkontrollierte Untersuchungen der Psychotherapie wenig nützlich sind. Mit Ausnahme der Studie über psychoanalytische Behandlung werden in diesem Buch vorwiegend Arbeiten mit Kontrollgruppen behandelt.作者: Synthesize 時(shí)間: 2025-3-26 12:42 作者: 一再困擾 時(shí)間: 2025-3-26 18:45 作者: 杠桿 時(shí)間: 2025-3-26 21:01 作者: Budget 時(shí)間: 2025-3-27 02:32
Sandy Schuck,Peter Aubusson,Kevin Burden,Sue Brindley作者: 震驚 時(shí)間: 2025-3-27 06:04
Sandy Schuck,Peter Aubusson,Kevin Burden,Sue Brindley作者: TAG 時(shí)間: 2025-3-27 10:59
Sandy Schuck,Peter Aubusson,Kevin Burden,Sue Brindley作者: ATP861 時(shí)間: 2025-3-27 16:41 作者: Compass 時(shí)間: 2025-3-27 20:38
Sandy Schuck,Peter Aubusson,Kevin Burden,Sue Brindley作者: 彩色 時(shí)間: 2025-3-27 23:35
Sandy Schuck,Peter Aubusson,Kevin Burden,Sue Brindley作者: mortuary 時(shí)間: 2025-3-28 05:46 作者: CHIP 時(shí)間: 2025-3-28 09:36 作者: 充滿人 時(shí)間: 2025-3-28 10:58 作者: 昏暗 時(shí)間: 2025-3-28 16:43
Futures Methodology: Approaches, Methods, Tools and Techniques,ng teacher education futures. Earlier research from the OECD futures project frames the discussion. We use examples of scenarios within and outside education to elaborate on ways that scenarios provide visions of alternative futures and we explore the implications of such futures.作者: 馬具 時(shí)間: 2025-3-28 19:45 作者: 哀悼 時(shí)間: 2025-3-29 00:51
Mobile STEM Learning Scenarios, commonly behave. This conundrum forms the basis of this chapter, which adopts scenario production and analysis as a methodological approach to help STEM educators reconceptualise their use of mobile technologies across various different futures. These ‘futures’ are set out neither as predictions no作者: 某人 時(shí)間: 2025-3-29 07:01 作者: 船員 時(shí)間: 2025-3-29 07:56 作者: BINGE 時(shí)間: 2025-3-29 13:43
Book 2018 education futures and into how scenario building and planning can be used to inform debates about the present. Further, it suggests ways in which readers can influence the future of teacher education through understanding the drivers of change..作者: Mawkish 時(shí)間: 2025-3-29 16:24 作者: 爭議的蘋果 時(shí)間: 2025-3-29 23:09 作者: Androgen 時(shí)間: 2025-3-30 03:06
Sandy Schuck,Peter Aubusson,Kevin Burden,Sue Brindleyer Patienten, die psychotherapeutisch behandelt wurden, weisen beide Gruppen ein ?hnliches Ma? an Besserung auf“. Ebenso: ?Psychoanalytisch behandelte Neurotiker zeigen keine schnellere Besserung als eklektisch behandelte Patienten. Sie zeigen m?glicherweise eine geringere Besserung, wenn man die gr作者: 有限 時(shí)間: 2025-3-30 04:48
Sandy Schuck,Peter Aubusson,Kevin Burden,Sue Brindleysen dieser Studien die praktische Bedeutung der geprüften Substanz für die klinische Behandlung von Patienten erkennbar. Sogenannte Phase-IV-Studien sollen deshalb Aussagen zur Effizienz und Sicherheit von Arzneimitteln erm?glichen. Allerdings weichen entsprechende Untersuchungspl?ne in der Regel vo作者: ACTIN 時(shí)間: 2025-3-30 10:46
978-981-13-5694-0Springer Nature Singapore Pte Ltd. 2018作者: 芳香一點(diǎn) 時(shí)間: 2025-3-30 14:55 作者: Prosaic 時(shí)間: 2025-3-30 20:14
https://doi.org/10.1007/978-981-10-8246-7Teacher education; future of teacher education; scenario planning; teacher preparation; change in teache
