000 03320nam a22004815i 4500
001 978-1-4020-5993-3
003 DE-He213
005 20161121230727.0
007 cr nn 008mamaa
008 100301s2007 ne | s |||| 0|eng d
020 _a9781402059933
_9978-1-4020-5993-3
024 7 _a10.1007/1-4020-5993-0
_2doi
050 4 _aLB1024.2-1050.75
050 4 _aLB1705-2286
072 7 _aJNMT
_2bicssc
072 7 _aEDU046000
_2bisacsh
072 7 _aEDU024000
_2bisacsh
082 0 4 _a370.711
_223
100 1 _aBerry, Amanda.
_eauthor.
245 1 0 _aTensions In Teaching About Teaching
_h[electronic resource] :
_bUnderstanding Practice as a Teacher Educator /
_cby Amanda Berry.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2007.
300 _aXXI, 184 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSelf Study of Teaching and Teacher Education Practices ;
_v5
505 0 _aContexts Of The Study -- Beginning To Research My Practice -- Teacher Educators Studying Their Work -- Developing A Research Approach -- Tensions as a Framework for Learning About Practice in Teacher Education -- Exploring The Tensions Of Practice -- Telling and Growth -- Confidence and Uncertainty -- Action and Intent -- Safety and Challenge -- Planning and Being Responsive -- Valuing and Reconstructing Experience -- Revisiting and Summarising The Tensions -- Learning From Teaching About Teaching -- Becoming a Teacher Educator.
520 _aThis series in Teacher Education: Self-study of Teacher Education Practices (S-STEP) has been created in order to offer clear and strong examples of self-study of teaching and teacher education practices. It explicitly values the work of teachers and teacher educators and through the research of their practice, offers insights into new ways of encouraging educational change. The series is designed to complement the Inter- tional Handbook of Self-study of Teaching and Teacher Education practices (Loughran, Hamilton, LaBoskey, & Russell, 2004) and as such, helps to further define this important field of teaching and research. Self-study of teaching and teacher education practices has become an important ‘way in’to better understanding the complex world of teaching and learning about teaching. The questions, issues and concerns, of teacher educators in and of their own practice are dramatically different to those raised by observers of the field. Hence, self-study can be seen as an invitation to teacher educators to more meani- fully link research and practice in ways that matter for their pedagogy and, as a consequence, their students’learning about pedagogy.
650 0 _aEducation.
650 0 _aScience education.
650 0 _aTeaching.
650 1 4 _aEducation.
650 2 4 _aTeaching and Teacher Education.
650 2 4 _aScience Education.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9781402059926
830 0 _aSelf Study of Teaching and Teacher Education Practices ;
_v5
856 4 0 _uhttp://dx.doi.org/10.1007/1-4020-5993-0
912 _aZDB-2-SHU
950 _aHumanities, Social Sciences and Law (Springer-11648)
999 _c503100
_d503100