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This text reports a study of 20 student primary teachers, 10 on a conventional PGCE course and 10 on a school-based articled teacher training course. documenting their learning experiences over a two year period, the authors explore the factors that facilitate or impede the students' learning as teachers. In drawing upon these case studies together with existing theoretical models of professional development, the authors distinguish several key characteristics of learning to teach and discuss the implications of these for the design of effective school- based teacher education courses.
This text reports a study of 20 student primary teachers, 10 on a conventional PGCE course and 10 on a school-based articled teacher training course. documentin
A pedagogy of teacher education must go well beyond the simple delivery of information about teaching. This book describes and explores the complex nature of te
Understanding Teacher Identity: The Complexities of Forming an Identity as Professional Teacher introduces the reader to a collection of research-based works by
For decades teacher education researchers, organizations, and policy makers have called for improving teacher education by creating clinically based preparation
This book captures the excitement – and the difficulties – of self-study of teacher education practices, placing it at the forefront of approaches to practi