000 | 05378nam a22004575i 4500 | ||
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001 | 978-1-4020-3346-9 | ||
003 | DE-He213 | ||
005 | 20161121230622.0 | ||
007 | cr nn 008mamaa | ||
008 | 100301s2005 ne | s |||| 0|eng d | ||
020 |
_a9781402033469 _9978-1-4020-3346-9 |
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024 | 7 |
_a10.1007/1-4020-3346-X _2doi |
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050 | 4 | _aL1-991 | |
072 | 7 |
_aJN _2bicssc |
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072 | 7 |
_aEDU000000 _2bisacsh |
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082 | 0 | 4 |
_a370 _223 |
245 | 1 | 4 |
_aThe Missing Links in Teacher Education Design _h[electronic resource] : _bDeveloping a Multi-linked Conceptual Framework / _cedited by Garry F. Hoban. |
264 | 1 |
_aDordrecht : _bSpringer Netherlands, _c2005. |
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300 |
_aXXII, 292 p. _bonline resource. |
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336 |
_atext _btxt _2rdacontent |
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337 |
_acomputer _bc _2rdamedia |
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338 |
_aonline resource _bcr _2rdacarrier |
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347 |
_atext file _bPDF _2rda |
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490 | 1 |
_aSelf Study of Teaching and Teacher Education Practices ; _v1 |
|
505 | 0 | _aDeveloping a Multi-linked Conceptual Framework for Teacher Education Design -- Conceptual Links Across the University Curriculum -- Principled Practice in Teacher Education -- Evolution from a Problem-Based to a Project-Based Secondary Teacher Education Program: Challenges, Dilemmas and Possibilities -- On Discernment: The Wisdom of Practice and the Practice of Wisdom in Teacher Education -- Re-Organising and Integrating the Knowledge Bases of Initial Teacher Education: The Knowledge Building Community Program -- Teacher Education for the Middle Years of Schooling: Making Connections between Fields of Knowledge, Educational Policy Reforms and Pedagogical Practice -- Theory-Practice Links between School and University Settings -- Innovation and Change in Teacher Education: An Inquiring, Reflective, Collaborative Approach -- Using the Practicum in Preservice Teacher Education Programs: Strengths and Weaknesses of Alternative Assumptions about the Experiences of Learning to Teach -- Who Stays in Teaching and Why?: A Case Study of Graduates from the University of Kansas’ 5th-Year Teacher Education Program -- Social-Cultural Links amongst Participants in the Program -- Constructing and Sustaining Communities of Inquiry in Teacher Education -- Developing a Culture of Critique in Teacher Education Classes -- Community-Building and Program Development go Hand-in-Hand: Teachers Educators Working Collaboratively -- Personal Links that Shape the Identity of Teacher Educators -- The Quest for Identity in Teaching and Teacher Education -- Identity Development, Moral Authority and the Teacher Educator -- Conclusion -- Using a Multi-Linked Conceptual Framework to Promote Quality Learning in a Teacher Education Program. | |
520 | _aWhy do many beginning teachers not cope with the reality of schools? Why do beginning teachers often revert to conventional teaching methods when they hit the classroom? Why do 30% of new teachers leave in the first five years? At the beginning of the 21st Century we need a better way of educating preservice students by using a program design that mirrors how to best learn about teaching and portrays it as a complex profession. This book does not promote one particular teacher education design, but rather how to think about it. Key to such thinking is considering teacher education design as a combination of links, not independent elements to promote quality learning by preservice teachers. The four key links considered in this book include conceptual links across the university curriculum, theory-practice links between school and university settings, social-cultural links amongst the participants and personal links that shape the identity of teacher educators. Collectively, these are the missing links of teacher education design. This ground-breaking, internationally oriented book brings together a number of excellent contributions on new directions in the design of teacher education programs. Moreover, the ideas are connected through a clear and stimulating conceptual framework that has the potential to guide effective innovation in the field. Fred A.J. Korthagen Professor, Utrecht University, The Netherlands Teacher education program design demands a conceptualization built on strong interlinked foundations so that coursework and practice complement each another as a dynamic whole. Hoban offers an outstanding explication of exactly that through his Missing Links in Teacher Education. In so doing he offers a way of enhancing the quality of teacher education programs for those scholars passionate about, and committed to the work of teaching and learning about teaching. The Missing Links offers a provocative challenge to all involved in teacher education program design. John Loughran Foundation Chair, Curriculum & Pedagogy Monash University, Australia . | ||
650 | 0 | _aEducation. | |
650 | 0 | _aTeaching. | |
650 | 1 | 4 | _aEducation. |
650 | 2 | 4 | _aEducation, general. |
650 | 2 | 4 | _aTeaching and Teacher Education. |
650 | 2 | 4 | _aLearning & Instruction. |
700 | 1 |
_aHoban, Garry F. _eeditor. |
|
710 | 2 | _aSpringerLink (Online service) | |
773 | 0 | _tSpringer eBooks | |
776 | 0 | 8 |
_iPrinted edition: _z9781402033384 |
830 | 0 |
_aSelf Study of Teaching and Teacher Education Practices ; _v1 |
|
856 | 4 | 0 | _uhttp://dx.doi.org/10.1007/1-4020-3346-X |
912 | _aZDB-2-SHU | ||
950 | _aHumanities, Social Sciences and Law (Springer-11648) | ||
999 |
_c501457 _d501457 |