Dispositions in Teacher Education: A Global Perspective,
Название: Dispositions in Teacher Education: A Global Perspective ISBN: 9463005501 ISBN-13(EAN): 9789463005500 Издательство: Brill Рейтинг: Цена: 66410.00 T Наличие на складе: Невозможна поставка. Описание: This book is designed as a text for teacher education graduate programs, as well as a resource for school administrators and researchers and provides a global perspective to the current issues related to teacher dispositions, their place in teacher education programs, and impact on education reform around the world. Drawing from researchers around the globe, the text provides a comprehensive examination of the theoretical aspects of dispositions in education, including discussions on the social-cognitive perspectives in dispositional development and the pedagogical practices used in conjunction with teacher dispositions. Practices for assessing teacher dispositions will be included, focusing on methodologies for instrument development and the challenges of language and meaning when constructing items to assess dispositions. The text also includes a discussion of the virtual/online classroom and how teacher dispositions are influencing teacher and student relationships. These topics are explored from a global perspective with special emphasis on how the awareness of teacher dispositions and their role in the classroom are making transformative changes to teacher education programs, educational practices, and student outcomes around the world. Part 1 provides a descriptive, progressive narrative of dispositions in teacher education including social and cognitive theories in dispositional development, assessment of dispositions, and the role of dispositions in teacher preparation and teacher program certification. Part 2 takes the reader around the globe as scholars from around the world provide insight into how teacher dispositions impact teaching and learning from Finland to Japan and points in between. The chapters highlight case studies and research related to teacher dispositions from traditional and alternative teacher certification program, as well as online classrooms. Part 3 concludes with a discussion on the global and intercultural connection as related to teaching dispositions.
Автор: Rinelle Evans, Ailie Cleghorn Название: Complex Classroom Encounters: A South African Perspective ISBN: 9462090823 ISBN-13(EAN): 9789462090828 Издательство: Brill Рейтинг: Цена: 119540.00 T Наличие на складе: Невозможна поставка. Описание: This scholarly work appears at a crucial moment in South Africa. With the country now democratically independent for close to 20 years, the authors provide a comprehensive description of schooling and overall education, that allows the reader to see if or how the wide social development gaps that existed during the apartheid period are changing. This book is a rare academic contribution to the current linguistic and culturally rich classroom that teachers now work in daily. The authors report that some teachers are flummoxed by what they find, newly trained teachers seem better prepared, while others bring old but good teaching habits into the classroom. Overall, this book, rooted as it is in meticulous, long-term ethnographic classroom observations and multiple teacher interviews, shows that what is effective for the learning of learners is not by any means detachable from demographic, economic or political contexts. With that in mind, the book`s intentions and structure are clear, and the initial historical analyses provide insight to the important linguistic, social and cultural connections or disconnections present in contemporary South Africa.
Автор: Rinelle Evans, Ailie Cleghorn Название: Complex Classroom Encounters: A South African Perspective ISBN: 9462090815 ISBN-13(EAN): 9789462090811 Издательство: Brill Рейтинг: Цена: 66410.00 T Наличие на складе: Невозможна поставка. Описание: This scholarly work appears at a crucial moment in South Africa. With the country now democratically independent for close to 20 years, the authors provide a comprehensive description of schooling and overall education, that allows the reader to see if or how the wide social development gaps that existed during the apartheid period are changing. This book is a rare academic contribution to the current linguistic and culturally rich classroom that teachers now work in daily. The authors report that some teachers are flummoxed by what they find, newly trained teachers seem better prepared, while others bring old but good teaching habits into the classroom. Overall, this book, rooted as it is in meticulous, long-term ethnographic classroom observations and multiple teacher interviews, shows that what is effective for the learning of learners is not by any means detachable from demographic, economic or political contexts. With that in mind, the book`s intentions and structure are clear, and the initial historical analyses provide insight to the important linguistic, social and cultural connections or disconnections present in contemporary South Africa.
Автор: Mo Xinyu Название: Teaching Reading and Teacher Beliefs: A Sociocultural Perspective ISBN: 3030471691 ISBN-13(EAN): 9783030471699 Издательство: Springer Рейтинг: Цена: 93160.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book explores language teacher beliefs in English as a Foreign Language (EFL) reading instruction in the context of Chinese university English instructors.
Автор: Johnson Karen E., Golombek Paula R. Название: Mindful L2 Teacher Education: A Sociocultural Perspective on Cultivating Teachers` Professional Development ISBN: 1138189782 ISBN-13(EAN): 9781138189782 Издательство: Taylor&Francis Рейтинг: Цена: 178640.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Taking a Vygotskian sociocultural stance, this book demonstrates the meaningful role that L2 teacher educators and L2 teacher education play in the professional development of teachers through systematic, intentional, goal-directed, theorized teacher education pedagogy.
Автор: Yan Yang Название: Knowledge or Praxis?: An Attributional Perspective in Multicultural Teacher Education ISBN: 1536145726 ISBN-13(EAN): 9781536145724 Издательство: Nova Science Рейтинг: Цена: 122490.00 T Наличие на складе: Невозможна поставка. Описание: Globalization and changing demographics in the United States have resulted in a need for higher education to prepare teachers for an increasingly diverse society. To this end, teacher preparation programs in colleges and universities have included a curriculum with required multicultural education courses. Although the important role of causal attribution theory has been well-documented in a wide range of disciplines, its role in multicultural teacher education remains a mystery. In this book, the author first reviews two overarching theoretical frameworks, namely, causal attribution theory and aspects of multicultural education. Second, in an attempt to bridge the gap between causal attribution and multicultural teacher education, the author conducted a study exploring the relationship between causal attribution of cultural awareness and cultural competence among preservice teachers. Participants included 793 preservice teachers from two large public universities who reported their causal attributions of cultural awareness and their cultural competence. Canonical correlation analysis results showed two significant relationships between causal attribution and cultural competence. Personal control over the causes of cultural awareness was found to be positively related to praxis, i.e., behavioral outcome; whereas attributions to internal and stable causes were positively associated with knowledge as major components of cultural competence. The findings indicate the importance of addressing causal attribution and moving beyond negative emotions in improving preservice teachers cultural competence in multicultural education. Third, the author discussed the theoretical and pedagogical implications of the study results. Limitations of the study and future directions are also discussed.
Автор: Nguyen Minh Hue Название: English Language Teacher Education: A Sociocultural Perspective on Preservice Teachers` Learning in the Professional Experience ISBN: 9811397635 ISBN-13(EAN): 9789811397639 Издательство: Springer Рейтинг: Цена: 111790.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book examines a range of complex issues concerning the professional experience (i.e., practicum) in English language teacher education with regard to curriculum design and implementation, as well as professional learning.
Автор: Wilkerson J & Lang W Название: Assessing Teacher Dispositions ISBN: 1412953677 ISBN-13(EAN): 9781412953672 Издательство: Sage Publications Рейтинг: Цена: 81310.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Assess teacher affect and dispositions with a comprehensive framework linked to standards. The authors provide a step-by-step implementation sequence and examples from preservice and inservice settings.
Автор: Imms Wesley, Kvan Thomas Название: Teacher Transition Into Innovative Learning Environments: A Global Perspective ISBN: 9811574960 ISBN-13(EAN): 9789811574962 Издательство: Springer Цена: 93160.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This open access book focuses on how the design and use of innovative learning environments can evolve as teaching practices and education policies change.
Автор: Li Nan Название: A Research Perspective: Preparing Pre-Service Teachers for Academic Success Across South Carolina ISBN: 1648021921 ISBN-13(EAN): 9781648021923 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 47130.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: All educators in teacher education want to know what factors contribute to the academic success of undergraduate education majors or pre-service teachers. Teacher educators of eight universities across the state of South Carolina were determined to find out. This compilation is a result of their inquiry. The conclusions of this book are drawn from the contributors and each chapter helps expand teacher educator readers’ understanding and informs their practice as they work with initial certification students in educator preparation.
A Research Perspective promotes the academic success of pre-service teachers by exploring common research questions posed to education majors of the eight universities in South Carolina. Ranging from historically Black to predominately White, from private to public universities across the state, these institutions serve a diverse body of students who described some insightful contributing factors and challenges to their success. The case scenario begins each chapter that provides contextual snapshots of the myriad choices and obstacles faced by pre-service teachers; the research narratives offer insightful analysis for teacher educators. Though written from the perspective of South Carolina, the lessons learned and recommendations for teacher education are relevant to any state. This is a must-read for all teacher educators interested in student success.
This book is most interesting to members of teacher education organizations, especially the Association of Teacher Educators (ATE) and its 41 state and regional affiliates, including South Carolina Association of Teacher Educators (SCATE) and Southeast Regional Association of Teacher Educators (SRATE). It also has wide appeal to members of other professional organizations, such as National Association for Multicultural Education (NAME) and American Educational Research Association (AERA). Finally, it’s a good choice for professional learning communities of district personnel and classroom teachers since it provides insights that will strengthen mentoring and support systems provided to student teachers.
Название: Designing and Teaching the Secondary Science Methods Course: An International Perspective ISBN: 9463008799 ISBN-13(EAN): 9789463008792 Издательство: Brill Рейтинг: Цена: 51800.00 T Наличие на складе: Невозможна поставка. Описание: The improvement of science education is a common goal worldwide. Countries not only seek to increase the number of individuals pursuing careers in science, but to improve scientific literacy among the general population. As the teacher is one of the greatest influences on student learning, a focus on the preparation of science teachers is essential in achieving these outcomes. A critical component of science teacher education is the methods course, where pedagogy and content coalesce. It is here that future science teachers begin to focus simultaneously on the knowledge, dispositions and skills for teaching secondary science in meaningful and effective ways. This book provides a comparison of secondary science methods courses from teacher education programs all over the world. Each chapter provides detailed descriptions of the national context, course design, teaching strategies, and assessments used within a particular science methods course, and is written by teacher educators who actively research science teacher education. The final chapter provides a synthesis of common themes and unique features across contexts, and offers directions for future research on science methods courses. This book offers a unique combination of ‘behind the scenes’ thinking for secondary science methods course designs along with practical teaching and assessment strategies, and will be a useful resource for teacher educators in a variety of international contexts.
Over the last two decades, Chile has been driven by an economic imperative to build the capability of citizens to be competent in the English language, resulting in a high demand for teachers of English. As a consequence, teacher education programs have modified their curricula to meet the challenges of educating teachers of English as a global language. This book explores EFL teacher education in order to further understand the nature of teacher learning in second language education environments, examining the varying motives, actions and mediating tools that shaped how a cohort of pre-service teachers learnt to teach EFL in Chile.
Framed by a cultural historical activity theory (CHAT) perspective, chapters use key qualitative research to determine how specific factors can help and hinder the effective preparation of teachers, illuminating contradictory dynamics between local and national policies, teacher education programs, and pre-service views and classroom realities. The book makes an important contribution to the growing debate surrounding the design of EFL teacher education policy, curriculum and learning strategies, emphasising the importance of engaging pre-service teachers in learning to teach EFL, and the interrelated factors that shape this learning.
English Language Teacher Education in Chile will be of key interest to academics, researchers and postgraduate students in the fields of teacher education, curriculum studies, and English language teaching (ESL/EFL), as well as policy makers, TESOL organisations, and those interested in applying a CHAT perspective to language teaching and learning.
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