ISBN:
9789462096950
Language:
English
Pages:
Online-Ressource (XII, 138 p, online resource)
Series Statement:
SpringerLink
Series Statement:
Bücher
Series Statement:
Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
Parallel Title:
Erscheint auch als Handbook for Teacher Educators: Transfer, Translate or Transform
DDC:
370.711
Keywords:
Teacher educators
;
Teachers Training of
;
Education
;
Education
;
Aufsatzsammlung
Abstract:
Preliminary Material /S. Rodrigues -- From Philosophy and Research to Pedagogy and Practice /Christine Redman and Susan Rodrigues -- Understanding Pedagogy /Patricia Giardiello , Elizabeth Parr , Naomi McLeod and Christine Redman -- Developing Reflective Practice /Wan Ng , Colette Murphy , John McCullagh , Andrea Doherty and Naomi Mcleod -- Developing Subject Knowledge /Debra Mcgregor and Alison Brade -- Professional and Personal Integrity /John Sharrock , Andy Begg and Ellen Mandinach -- Research-Informed Practice and Ethics /Andy Begg , Susan Rodrigues and Varughese K. Varughese -- Working with Others /Valeria M. Cabello , Nancy Varughese , Neil Taylor and Rayenne Dekhinet -- Quality Assurance in Student Teacher Education: Australian and UK Perspectives /Heather Fehring and Dan Davies -- Teacher Education: A Transfer, Translate or Transform Model /Heather Fehring and Susan Rodrigues -- Index /S. Rodrigues.
Abstract:
As a teacher educator you are (or were) identified as a credible practitioner in your given community of practice. As an early career teacher educator, there is an assumption that the transition from your successful previous position, in a related community of practice, to that of an academic teacher educator will occur through a process of osmosis or instinctive learning in situ. Handbook for Teacher Educators contains chapters written by experienced international teacher educators who draw on their experience and expertise to help early career teacher educators prepare for some of the demands, challenges and rewards. The chapters discuss some of the habits intrinsic to the profession and provide an insight into procedures and practices that are compatible with core professional expectations and professional values. In essence, if you are an early career teacher educator, what is useful to know in order to develop an identity as a knowledgeable skilled teacher educator?
Description / Table of Contents:
TABLE OF CONTENTS; CONTRIBUTING AUTHORS; 1. FROM PHILOSOPHY AND RESEARCH TO PEDAGOGY AND PRACTICE; 1.1 INTRODUCTION; 1.1.1 The Signature Pedagogy of a Teacher Educator; 1.2 AN OVERVIEW OF THE BOOK; 1.2.1 The Structure of the Book; 1.3 CONCLUSION; REFERENCES; AFFILIATIONS; 2. UNDERSTANDING PEDAGOGY; 2.1 INTRODUCTION; 2.2 BEDROCK PRINCIPLES INFORMING PROFESSIONAL IDENTITY; 2.3 UNDERSTANDING EARLY YEARS PEDAGOGY; 2.4 BECOMING A PEDAGOGICALLY REFLECTIVE EARLY YEARS TEACHER
Description / Table of Contents:
2.4.1 Why is Critical Reflection Necessary for Supporting a Participatory Approach to Learning as Part of Teacher Education Prog2.5 GENERIC PEDAGOGICAL APPROACHES; 2.6 PEDAGOGIES SUPPORTING MEANING-MAKING AND META-COGNITIVE LEARNING.; 2.6.1 Examining How Language Impacts on Learning Outcomes; 2.7 BACKGROUND TO COLLABORATIVE INTERACTIVE DISCUSSIONS (CID); 2.7.1 Creating a CID; 2.7.2 Running a CID As a Learning Tool for a Group; 2.7.3 Structure of a CID at a Glance. (See Figure 2.1); 2.7.4 Implementing a CID for Groups of 3-6; 2.7.5 Discussion; 2.8 PERSONAL MEANING-MAKING MAP (PMMM)
Description / Table of Contents:
2.9 CONCLUSIONREFERENCES; AFFILIATIONS; 3. DEVELOPING REFLECTIVE PRACTICE; 3.1 INTRODUCTION; 3.1.1What is Reflective Practice?; 3.1.2 Why Reflective Practice?; 3.1.3 Using the 9 Steps of Reflection Pedagogical Approach; 3.2 ACTION RESEARCH: A STRATEGY TO SUPPORT REFLECTION; 3.2.1 Teacher Action Research: Pedagogical and Participatory; 3.2.2 Underlying Principles and Processes of Action Research; 3.3 DEVELOPING REFLECTIVE PRACTICE THROUGH COTEACHING; 3.4 CONCLUSION; REFERENCES; AFFILIATIONS; 4. DEVELOPING SUBJECT KNOWLEDGE; 4.1 INTRODUCTION; 4.2 SUBJECT KNOWLEDGE; 4.3 CURRICULUM KNOWLEDGE
Description / Table of Contents:
4.4 PEDAGOGIC KNOWLEDGE4.5 PERSONAL PERSPECTIVES; 4.6 THINKING FURTHER ABOUT SUBJECT KNOWLEDGE AND SUBJECT PEDAGOGY; 4.6.1 Knowing Your Subject; 4.6.2 Knowing and Understanding Your Subject; 4.7 THINKING FURTHER ABOUT PEDAGOGICAL SUBJECT KNOWLEDGE; 4.7.1 Scaffolding the Learning; 4.7.2 Being Aware of Learners Capabilities; 4.7.3 Meditational Techniques; 4.7.4 Auditing Personal Subject Knowledge; 4.8 REFLECTING ON THE DIFFERENCES BETWEEN TEACHING CHILDREN AND OTHER ADULTS; 4.9 CROSS-CURRICULAR KNOWLEDGE; 4.10 THINKING ABOUT SHORTCOMINGS IN YOUR SUBJECT KNOWLEDGE; 4.10.1 Initial Needs Analysis
Description / Table of Contents:
4.10.2 Identifying Gaps, Weaknesses or an Out-Datedness in Knowledge4.10.3 Reading; 4.10.4 Accessing and Using Web Based Resources; 4.10.5 CPD Courses; 4.10.6 Working with Colleagues; 4.10.7 Joining Subject Associations; 4.10.8 Internet and Associated Resources; 4.11 KEY LEARNING POINTS; REFERENCES; AFFILIATIONS; 5. PROFESSIONAL AND PERSONAL INTEGRITY; 5.1 INTRODUCTION; 5.2 INTEGRATING KNOWING, DOING, AND THINKING; 5.3 CULTURAL INTEGRITY; 5.4 EVIDENCE-BASED DECISION MAKING; 5.5 EVALUATING TEACHING; 5.6 DIMENSIONS OF TEACHING; 5.7 COLLEGIAL INTEGRITY; 5.8 CONCLUDING THOUGHTS; REFERENCES
Description / Table of Contents:
AFFILIATIONS
Note:
Includes bibliographical references and index
DOI:
10.1007/978-94-6209-695-0
URL:
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