Titlebook: Autobiography and Teacher Development in China; Subjectivity and Cul Zhang Hua,William F. Pinar Book 2015 Palgrave Macmillan, a division of

籠子

,Kurzes Fazit der pr?sentierten Beitr?ge,cation and the reform of teacher education are interdependent and reciprocal. China’s New Curriculum Reform of basic education has been underway for 14 years. It has now entered a key stage of “re-start.” How to reconstruct teacher education from a panoramic view of theory, practice, and policy is a

讓你明白

Ergebnisse der empirischen Untersuchung,e teacher. Profound knowledge of specific subject matter and proficiency in teaching represent the apex of teachers’ professionalism. In this form of “technical rationality,” teaching was the application of educational theory that was allegedly universally effective. Teaching was considered a techni

incubus

deadlock

遠(yuǎn)地點(diǎn)

https://doi.org/10.1007/978-3-531-93169-2d to control the time deployed for teaching and learning, the implementation of teaching models or focusing on one of teaching strategies, such as students’ homework or teachers’ research—animated by China’s national curriculum reform—is dedicated to improving students’ academic performance. There i

Peculate

正式演說(shuō)

你不公正

Amorous

Gesellschaftliche Berichterstattungy do Confucian teachers and intellectuals advocate morality and self-cultivation? What are the characteristics of Confucian teachers? What is the Confucian vision of teacher development and education? I suggest that the exploration of these questions contributes to the reconceptualization of teacher

ATOPY

Curriculum Studies Worldwidehttp://image.papertrans.cn/b/image/166110.jpg