Zweisprachige Lexikographie zwischen Translation und Didaktik, Maria Jose Dominguez Vazquez, Fabio Mollica, Martina Nied Curcio

Автор: Peter Hubwieser
Название: Didaktik der Informatik
ISBN: 354072477X ISBN-13(EAN): 9783540724773
Издательство: Springer
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Цена: 43530.00 T
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Описание: Der zeitgemГЇВїВЅГЇВїВЅe Ansatz fГЇВїВЅr den Informatikunterricht: lernpsychologische Grundlagen, allgemeine didaktische Prinzipien und konkrete Hinweise fГЇВїВЅr den Unterricht. Der Autor entwickelt ein Konzept, das ГЇВїВЅber die Schulung reiner Programmierfertigkeiten hinausgeht...

Автор: Carlson Jr Richard
Название: Deutsch-Schwedisch Zweisprachiges Bilderworterbuch Der Farbe
ISBN: 1543212476 ISBN-13(EAN): 9781543212471
Издательство: Неизвестно
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Цена: 12540.00 T
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Описание: ber das Buch: Lerne die Farben mit diesem zweisprachigen Bilderw rterbuch f r Kinder. Om boken: l r in f rger med denna bildordbok f r tv spr kiga barn. Deutsch-Schwedisch Zweisprachiges Bilderw rterbuch der Farben f r Kinder Tv spr kiga barns bildordbok Illustrerad f rgordbok www.rich.center

Автор: Michael Uljens; Rose M. Ylimaki
Название: Bridging Educational Leadership, Curriculum Theory and Didaktik
ISBN: 3319586483 ISBN-13(EAN): 9783319586489
Издательство: Springer
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Цена: 46570.00 T
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Описание: Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time.

Автор: Westbury Ian, Hopmann Stefan, Riquarts Kurt
Название: Teaching as a Reflective Practice: The German Didaktik Tradition
ISBN: 1138983675 ISBN-13(EAN): 9781138983670
Издательство: Taylor&Francis
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Описание: This volume presents a mix of translations of classical and modern papers from the German Didaktik tradition, newly prepared essays by German scholars and practitioners writing from within the tradition, and interpretive essays by U.S. scholars. It brings this tradition, which virtually dominated German curricular thought and teacher education until the 1960s when American curriculum theory entered Germany--and which is now experiencing a renaissance--to the English-speaking world, where it has been essentially unknown. The intent is to capture in one volume the core (at least) of the tradition of Didaktik and to communicate its potential relevance to English-language curricularists and teacher educators. It introduces a theoretical tradition which, although very different in almost every respect from those we know, offers a set of approaches that suggest ways of thinking about problems of reflection on curricular and teaching praxis (the core focus of the tradition) which the editors believe are accessible to North American readers--with appropriate "translation." These ways of thinking and related praxis are very relevant to notions such as reflective teaching and the discourse on teachers as professionals. By raising the possibility that the "new" tradition of Didaktik can be highly suggestive for thinking through issues related to a number of central ideas within contemporary discourse--and for exploring the implications of these ideas for both teacher education and for a curriculum theory appropriate to these new contexts for theorizing, this book opens up a gold mine of theoretical and practical possibilities.