Narrative Inquiry Into Language Teacher Identity: Alts in the Jet Program, Hiratsuka Takaaki
Автор: Gulla, Amanda Nicole; Sherman, Molly Hamilton Название: Inquiry-Based Learning Through the Creative Arts for Teachers and Teacher Educators ISBN: 303057136X ISBN-13(EAN): 9783030571368 Издательство: Springer Рейтинг: Цена: 121110.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book is a theoretical and practical guide to implementing an inquiry-based approach to teaching which centers creative responses to works of art in curriculum. Examples of student writing and art work show how creative interactions with the arts can help learners of all ages deepen their skills as readers, writers, and thinkers.
Автор: Fran Arbaugh, P. Mark Taylor Название: Inquiry into Mathematics Teacher Education ISBN: 1623969492 ISBN-13(EAN): 9781623969493 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 50820.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: The 14 chapters in this monograph provide support for mathematics teacher educators in both their Practical Knowledge and their Professional Knowledge. Individually, these articles provide insights into advancing our thinking about professional development, teacher preparation, and program development.Collectively, they have the potential to help the field of mathematics teacher education move forward in framing effective practices in mathematics teacher education and developing a focused, cohesive research agenda. ATME's Monograph 5, therefore, is a superb resource for mathematics teacher education.
Автор: E. L`H?te Название: Identity, Narrative and Metaphor ISBN: 1349491136 ISBN-13(EAN): 9781349491131 Издательство: Springer Рейтинг: Цена: 74530.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book shows that the discourse of the Labour party 1994-2007, revolving around three key concepts of identity, narrative and metaphor, not only reflected new Labour`s policy and organisational changes, but that it was also an essential part of its successful strategies of renovation and of power legitimation.
Автор: Meier, Daniel R. Sisk-hilton, Stephanie Название: Narrative inquiry in early childhood and elementary school ISBN: 1138924415 ISBN-13(EAN): 9781138924413 Издательство: Taylor&Francis Рейтинг: Цена: 38780.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Narrative Inquiry in Early Childhood and Elementary School: Learning to Teach, Teaching Well facilitates meaningful change in early years education by providing early childhood and elementary school teachers with methods to incorporate narrative into their instruction and inquiry.
Exploring Diversity through Multimodality, Narrative, and Dialogue awakens educators to the ways in which values, beliefs, language use, culture, identity, social class, race, and other factors filter approaches to teaching and expectations for students. Designed as a guide to help educators engage in dialogic interactions, the text articulates a theoretically grounded and research-based framework related to the use of personal narratives as learning tools. Educators are encouraged to consider their own positions, explore topics of diversity and social justice, and identify ways to better address student needs.
Drawing on theories from multiliteracies, multimodality, embodiment, and narrative, chapters are framed around book discussions and the use of personal narrative to define and provide examples of dialogic interactions. Unique to this book is its focus on
embodied learning and multimodality as well as myriad artifacts produced by educators;
listening, not just dialogic talk;
writing (both traditional print texts and multimodal composition) that supports dialogic interaction; and
not merely responding to literature but developing empathic responses to texts, students, and others whose opinions may differ from one's own viewpoints.
The specific techniques and approaches presented can be used within educational and professional development settings to help readers enhance their journey toward greater awareness of others and of their own beliefs and experiences that lead toward social justice for all.
Автор: Turvey Название: Narrative Ecologies: Teachers as Pedagogical Toolmakers ISBN: 1138931454 ISBN-13(EAN): 9781138931459 Издательство: Taylor&Francis Рейтинг: Цена: 51030.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание:
In recent years there has been significant investment by policy makers in the potential of technological tools to transform learning and teaching across a range of professional practitioner groups; education, nursing and social care. There remain, however, outstanding issues concerning the ways educators and professional practitioners harness the potential of technologies to innovate and develop pedagogical practice. With so much attention focusing on technologies themselves, the complexity of what it takes for practitioners to innovate and develop their own pedagogical practice can easily be overlooked.
This book promotes a teacher-centred model of professional development and practice; a model that promotes teachers as active agents as they draw upon a range of factors within a narrative ecology framework to inform their development of pedagogical tools. The combination of narrative methodologies with ecological theories offers a much more nuanced view of teachers' professional learning, and Turvey provides an innovative methodological approach to narrative research, supported by an empirical evidence base which crosses educational and socio-cultural contexts. Chapters cover:
-Teachers as pedagogical toolmakers
-A teacher-centred narrative ecology
-Storying teachers' experiences: what can we learn?
The narrative ecologies that emerge in this book suggest an incremental process of pedagogical change and development, driven by teachers at the heart of the process. This book will be key reading for postgraduate students and academics focusing on narrative methodologies and aspects of professional learning within contemporary contexts.
Автор: Clandinin, D Jean Название: Journeys in narrative inquiry ISBN: 0367222280 ISBN-13(EAN): 9780367222284 Издательство: Taylor&Francis Рейтинг: Цена: 148010.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Through the author`s key writings over almost 40 years, this book traces the author`s journey in and the evolution of the field of narrative inquiry, particularly in the fields of education and healthcare.
Автор: Sisk-Hilton Название: Narrative Inquiry in Early Childhood and Elementary School ISBN: 1138924407 ISBN-13(EAN): 9781138924406 Издательство: Taylor&Francis Рейтинг: Цена: 148010.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Narrative Inquiry in Early Childhood and Elementary School: Learning to Teach, Teaching Well facilitates meaningful change in early years education by providing early childhood and elementary school teachers with methods to incorporate narrative into their instruction and inquiry.
Автор: Cleveland Hayes, Kenneth J. Fasching-Varner, Hillary B. Eisworth, Kimberly White-Smith Название: Through the Fire – From Intake to Credential: Teacher Candidates Share Their Experiences through Narrative ISBN: 9004388184 ISBN-13(EAN): 9789004388185 Издательство: Brill Цена: 131500.00 T Наличие на складе: Невозможна поставка. Описание: By applying an auto-ethnographic approach in this volume to share and explore the experiences of prospective teachers as they navigate the preparation and credentialing processes of teacher education, we – as those who have gone before the future educators in this text and those who will come behind them, gain first hand insights from these young women and men about what it means and how to better prepare prospective educators to become a teacher against a backdrop of historical inequities in schooling and prepared for the multi-culturally diverse classrooms of today. Teacher educators, school and community leaders, and others committed to pushing toward more equitable social domains and forms of living and learning hence would do well to take up the opportunity provided in this text to learn from the narratives included in this volume and those of other teacher candidates; indeed, the narratives of teacher candidates herein and elsewhere are, in part, reflections of ourselves as teacher educators and evaluations of our work in teacher education and the professional preparation of those who will carry on our professions after us and for rising generations. What we as teacher educators teach, or think we are teaching, in teacher preparation courses may, or may not, be what prospective teachers are learning about being a teacher and successful teaching and learning for all learners, particularly those students historically underserved. Each of the prospective educators who share their narratives in this volume are striving to become critical educators capable of promoting equitable educational and social opportunities, outcomes, and experiences for all learners. While their journeys are each distinctive and unique to them personally, the teacher candidates who share their narratives in this volume highlight some of the challenges and opportunities they have encountered in teacher preparation courses to learn about the functioning of social structures that sustain society’s existing hierarchies and develop the skills and knowledge requisite to identify, implement, and assess critical learning strategies aimed at challenging inequities and promoting more inclusive forms of education. Specifically, these future teachers included in this volume are sharing with us, their readers, their attempts at learning to unhook from Whiteness and to disrupt the pernicious and historical school-to-prison pipeline that has long existed in the US between the nation’s prison system and schools serving learners and their families and communities identified as racially not White, economically poor, and otherwise not members of the White, middle-class, primary English speaking, heterosexual, patriarchal mainstream.
The Author's Apprentice - a Narrative Writing Toolkit, Teacher Guide and Worksheets for students aged 7 - 9 years, is a class photocopiable book for teachers, designed to assist student writing by guiding them through the tools narrative authors use to write powerfully and effectively. The information contained on the pages is gathered from over ten years of writing, professionally editing authors' work, and reviewing books for publishing houses.
To use the book, you can either go in order of the pages, or choose the pages you would like to focus on for particular lessons. You can photocopy all of the student work pages and create a booklet, or just photocopy the pages that are relevant to your class and their needs.
On the left side of each of the double page spread of this teacher guide are:
* Objectives - Learning objectives for each work page, as well as general teaching objectives.
* Discuss - Discussion points have been added to enhance, and/or deepen learning and
understanding of the content/concepts/focussed topics.
* Activities - There are suggested activities on the teacher guide pages. You may add activities
that suit your class dynamics, or, if extra knowledge and understandings are needed.
This sort-after teacher resource is a must-have to enhance student understanding and outcomes with narrative writing.
Автор: Richard Pinner Название: Authenticity and Teacher-Student Motivational Synergy: A Narrative of Language Teaching ISBN: 0815395183 ISBN-13(EAN): 9780815395188 Издательство: Taylor&Francis Рейтинг: Цена: 148010.00 T Наличие на складе: Нет в наличии. Описание: Authenticity and motivation are very common collocates in discussions surrounding language learning. This book explores these important yet elusive phenomena in context, through the narrative of classroom practice.
Автор: Cleveland Hayes, Kenneth J. Fasching-Varner, Hillary B. Eisworth, Kimberly White-Smith Название: Through the Fire – From Intake to Credential: Teacher Candidates Share Their Experiences through Narrative ISBN: 9004388168 ISBN-13(EAN): 9789004388161 Издательство: Brill Цена: 50470.00 T Наличие на складе: Невозможна поставка. Описание: By applying an auto-ethnographic approach in this volume to share and explore the experiences of prospective teachers as they navigate the preparation and credentialing processes of teacher education, we – as those who have gone before the future educators in this text and those who will come behind them, gain first hand insights from these young women and men about what it means and how to better prepare prospective educators to become a teacher against a backdrop of historical inequities in schooling and prepared for the multi-culturally diverse classrooms of today. Teacher educators, school and community leaders, and others committed to pushing toward more equitable social domains and forms of living and learning hence would do well to take up the opportunity provided in this text to learn from the narratives included in this volume and those of other teacher candidates; indeed, the narratives of teacher candidates herein and elsewhere are, in part, reflections of ourselves as teacher educators and evaluations of our work in teacher education and the professional preparation of those who will carry on our professions after us and for rising generations. What we as teacher educators teach, or think we are teaching, in teacher preparation courses may, or may not, be what prospective teachers are learning about being a teacher and successful teaching and learning for all learners, particularly those students historically underserved. Each of the prospective educators who share their narratives in this volume are striving to become critical educators capable of promoting equitable educational and social opportunities, outcomes, and experiences for all learners. While their journeys are each distinctive and unique to them personally, the teacher candidates who share their narratives in this volume highlight some of the challenges and opportunities they have encountered in teacher preparation courses to learn about the functioning of social structures that sustain society’s existing hierarchies and develop the skills and knowledge requisite to identify, implement, and assess critical learning strategies aimed at challenging inequities and promoting more inclusive forms of education. Specifically, these future teachers included in this volume are sharing with us, their readers, their attempts at learning to unhook from Whiteness and to disrupt the pernicious and historical school-to-prison pipeline that has long existed in the US between the nation’s prison system and schools serving learners and their families and communities identified as racially not White, economically poor, and otherwise not members of the White, middle-class, primary English speaking, heterosexual, patriarchal mainstream.
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