000 | 03320nam a22004815i 4500 | ||
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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 |
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024 | 7 |
_a10.1007/1-4020-5993-0 _2doi |
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050 | 4 | _aLB1024.2-1050.75 | |
050 | 4 | _aLB1705-2286 | |
072 | 7 |
_aJNMT _2bicssc |
|
072 | 7 |
_aEDU046000 _2bisacsh |
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072 | 7 |
_aEDU024000 _2bisacsh |
|
082 | 0 | 4 |
_a370.711 _223 |
100 | 1 |
_aBerry, Amanda. _eauthor. |
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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. |
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300 |
_aXXI, 184 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 ; _v5 |
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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 |
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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 |