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Home arrow Education arrow Quality of Teacher Education and Learning: Theory and Practice

Quality of Teacher Education and Learning: Theory and Practice


I Innovative Ideas and Practices in Teacher Learning and Teacher PreparationInnovation in Teacher Education: Cutting Edge? Or on the Cutting Room Floor?Innovations Teaching Residencies: Redesigning Field Placements/Student TeachingTeacher Leadership OnlineInnovations Needed? Innovations Ignored?ReferencesComparative Work Within the Context of Practicum Settings: A First Look at What Motivates and Challenges Cooperating Teachers from Five CountriesIntroductionLiterature ReviewMethodThe Use of the Term. ‘Cooperating Teacher ’Data CollectionData AnalysisData ReportingThe ResultsMotivator ScoresChallenge ScoresDiscussionReferencesRe-Imagining Educational Research on Teaching: An Interview with Dr. David T. HansenIntroductionThe InterviewFusing Philosophy and Anthropology in Educational ResearchOn the Concept of “Person”An Alternative Approach to Research on Teaching: Bearing WitnessDr. Hansen’s Career-Long Research PathThe Teacher and the Call to TeachReferencesII Challenges and New Trends in Teacher Education On the Attributes of the Teacher’s “Holistic Profession”IntroductionCharacteristics of the Teacher’s “Semi-profession”(1) The evidence of the teacher’s “semi-profession”(2) Problems arising from the teacher’s “semi-profession”Connotation Construction of the Teacher’s “Holistic Profession”Values and Characteristics of the Teacher’s “Holistic Profession”(1) Values of the teacher’s “holistic profession”(2) Characteristics of the teacher’s “holistic profession”Concluding RemarksReferencesQuality in Teacher Education: Challenging Assumptions, Building Understanding Through Foundation PrinciplesBackgroundFoundation PrinciplesTeacher Educators Are LearnersArticulating Pedagogical Purpose MattersWhat you hear in silenceStudent Teachers as ResearchersUnderstanding Teaching as a DisciplineQuality Learning Requires Learner ConsentConclusionReferencesAlternative Framing of Teacher Education: A Challenge for Teacher Education in an Age of GlobalizationThe Problems for Teacher Education of an Economic Framing of GlobalizationGlobal Discourses of AccountabilityGlobal Discourses of Markets and CompetitionThe Possibilities for Teacher Education in an Alternative Framing of GlobalizationImmigration in the ClassroomsGreater Cultural Diversity and the Need for “Global Competence” (Zhao 2010)Striving for Cosmopolitan Learning (Noddings 2005)Concluding ThoughtsReferencesIII Rethinking the Meaning of Teacher QualitySchool Leadership as an Influence on Teacher QualityThe Policy ContextLack of ResearchTeacher QualityAn Educational MythSuccessful Schools, Successful School LeadershipDefining the vision, values and direction: building professional trust.ConclusionsReferencesResilient Teachers, Resilient Schools Building and Sustaining Quality in Testing TimesIntroductionThe Nature of ResilienceResilience as a psychological constructResilience: a multidimensional, socially constructed conceptTeacher Resilience: A Relational ConceptRelational ResilienceRelationships, Resilience and Effectiveness: Conditions CountBuilding Relational Resilience with. TeachersBuilding Relational Resilience with. LeadersBuilding Relational Resilience with. PupilsConnecting Resilience with Relative EffectivenessConclusions: Beyond Survival—Sustaining Teacher Resilience and Quality in Times of ChangeReferencesThe Affective Dimension of Teacher Education: Based on Interaction Between Personal Academic Interest, Social Change and Education ReformBasic Framework and Initial Practice for Affective EducationPolicy and Practice on Curriculum and Teacher Education Reform: Paradox in DevelopmentPractical Creativity and Visible Breakthroughs of TeachersReferencesIV Roles and Identities of TeachersThe Historical Context of the Role and Status of Scholars and Teachers in Traditional ChinaIntroductionReview of LiteratureThe Role and Status of the Chinese LiteratiThe Imperial Examinations as a Mechanism of Selection and ControlThe Examination System at WorkExaminations as InstitutionThe Role and Status of the Teachers in Traditional ChinaThe Official TeachersThe Private TutorsEducational Change and the Modern TeachersConclusionTeachers ’ Submission to State PowerTeachers ’ Predilection for Examination PreparationWhither Teacher ProfessionalismReferencesSustaining Teachers: Attending to the Best-Loved Self in Teacher Education and BeyondIntroductionNarrative InquiryBest-Loved Self of TeachersTeacher Images: Curriculum Maker/Curriculum ImplementerSchwab’s Vision of the Best-Loved SelfGlimpses of the Best-Loved Self of TeachersPreservice TeachersPracticing TeachersTeachers Who Left the ProfessionSummary StatementsReferencesEssential Issues in Developing a Professional Identity as a TeacherIdentity Development in Relation to LearningThe External, Social Element of LearningThe Intra-psychological Element of LearningConsequences of Increasing Attention to Identity Development for Instructional Methods Used to Teach Teachers: What Should Teacher Training Programs Do?Implications for Research: What Questions Are Waiting to Be Answered?References
 
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