Titlebook: Methodologies of Mediation in Professional Learning; Lily Orland-Barak,Ditza Maskit Book 2017 Springer International Publishing AG 2017 Ho

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,Visuals as ‘Illustrations’ of Experience’,diating teacher learning. The second part presents concrete examples of mediation tasks through visuals in teacher education practices from published studies. The third part presents a synthesis of the major themes identified in the literature on the use of visuals in teacher education. The synthesi

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excrete

,Video as ‘Observing Experience’,earning. The second part presents concrete examples of mediation tasks through cases in teacher education. The last part presents a synthesis of the major themes identified in the literature on the use of video in teacher education. The synthesis is organized around purposes, processes, outcomes and

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,Portfolio as ‘Documenting Experience’,mplishments and growth. The chapter discusses the theoretical groundings of portfolio, with a focus on studies conducted in teacher education on the uses, processes and outcomes of portfolio as a pedagogy for mediating teacher learning. This is followed by concrete examples of mediation tasks throug

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gastritis

嚴重傷害

,Information and Communication Technologies (ICT) as ‘Communicating Experience’, use of ICT in teacher education. The synthesis is organized around purposes, processes, outcomes and target audience studied. This is followed by a comprehensive checklist of selected articles, books and handbooks on ICT by decades (from 1990 onwards).

absorbed

Book 2017(3) mediation tasks for teacher education as reported in studies and (4) a synthesis of recurrent themes identified from selected books and articles, including a comprehensive list of publications organized by decades.. .?The last chapter presents? an integrative framework that conceptualizes connec