Titlebook: Educating Future Teachers: Innovative Perspectives in Professional Experience; Jeana Kriewaldt,Angelina Ambrosetti,Ros Capeness Book 2018

枯燥

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

concise

Ancestor

Favorable

橡子

雪白

抑制

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

智力高

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.

館長

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

思考

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.