The Missing Links in Teacher Education Design : (Registro nro. 281672)
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| campo de control de longitud fija | 05357nam a22003735i 4500 |
| 001 - NÚMERO DE CONTROL | |
| campo de control | 281672 |
| 003 - IDENTIFICADOR DEL NÚMERO DE CONTROL | |
| campo de control | MX-SnUAN |
| 005 - FECHA Y HORA DE LA ÚLTIMA TRANSACCIÓN | |
| campo de control | 20160429154115.0 |
| 007 - CAMPO FIJO DE DESCRIPCIÓN FÍSICA--INFORMACIÓN GENERAL | |
| campo de control de longitud fija | cr nn 008mamaa |
| 008 - DATOS DE LONGITUD FIJA--INFORMACIÓN GENERAL | |
| campo de control de longitud fija | 150903s2005 ne | o |||| 0|eng d |
| 020 ## - NÚMERO INTERNACIONAL ESTÁNDAR DEL LIBRO | |
| Número Internacional Estándar del Libro | 9781402033469 |
| -- | 9781402033469 |
| 024 7# - IDENTIFICADOR DE OTROS ESTÁNDARES | |
| Número estándar o código | 10.1007/140203346-X |
| Fuente del número o código | doi |
| 035 ## - NÚMERO DE CONTROL DEL SISTEMA | |
| Número de control de sistema | vtls000334317 |
| 039 #9 - NIVEL DE CONTROL BIBLIOGRÁFICO Y DETALLES DE CODIFICACIÓN [OBSOLETO] | |
| Nivel de reglas en descripción bibliográfica | 201509030223 |
| Nivel de esfuerzo utilizado para asignar no-encabezamientos de materia en puntos de acceso | VLOAD |
| Nivel de esfuerzo utilizado en la asignación de encabezamientos de materia | 201404120726 |
| Nivel de esfuerzo utilizado para asignar clasificación | VLOAD |
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| Nivel de esfuerzo utilizado para asignar clasificación | VLOAD |
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| -- | staff |
| 040 ## - FUENTE DE LA CATALOGACIÓN | |
| Centro catalogador/agencia de origen | MX-SnUAN |
| Lengua de catalogación | spa |
| Centro/agencia transcriptor | MX-SnUAN |
| Normas de descripción | rda |
| 050 #4 - CLASIFICACIÓN DE LA BIBLIOTECA DEL CONGRESO | |
| Número de clasificación | L1-991 |
| 100 1# - ENTRADA PRINCIPAL--NOMBRE DE PERSONA | |
| Nombre de persona | Hoban, Garry F. |
| Término indicativo de función/relación | editor. |
| 9 (RLIN) | 307564 |
| 245 14 - MENCIÓN DE TÍTULO | |
| Título | The Missing Links in Teacher Education Design : |
| Resto del título | Developing a Multi-linked Conceptual Framework / |
| Mención de responsabilidad, etc. | edited by Garry F. Hoban. |
| 264 #1 - PRODUCCIÓN, PUBLICACIÓN, DISTRIBUCIÓN, FABRICACIÓN Y COPYRIGHT | |
| Producción, publicación, distribución, fabricación y copyright | Dordrecht : |
| Nombre del de productor, editor, distribuidor, fabricante | Springer Netherlands, |
| Fecha de producción, publicación, distribución, fabricación o copyright | 2005. |
| 300 ## - DESCRIPCIÓN FÍSICA | |
| Extensión | xxii, 303 páginas |
| Otras características físicas | recurso en línea. |
| 336 ## - TIPO DE CONTENIDO | |
| Término de tipo de contenido | texto |
| Código de tipo de contenido | txt |
| Fuente | rdacontent |
| 337 ## - TIPO DE MEDIO | |
| Nombre/término del tipo de medio | computadora |
| Código del tipo de medio | c |
| Fuente | rdamedia |
| 338 ## - TIPO DE SOPORTE | |
| Nombre/término del tipo de soporte | recurso en línea |
| Código del tipo de soporte | cr |
| Fuente | rdacarrier |
| 347 ## - CARACTERÍSTICAS DEL ARCHIVO DIGITAL | |
| Tipo de archivo | archivo de texto |
| Formato de codificación | |
| Fuente | rda |
| 490 0# - MENCIÓN DE SERIE | |
| Mención de serie | Self Study of Teaching and Teacher Education Practices ; |
| Designación de volumen o secuencia | 1 |
| 500 ## - NOTA GENERAL | |
| Nota general | Springer eBooks |
| 505 0# - NOTA DE CONTENIDO CON FORMATO | |
| Nota de contenido con formato | Developing 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 ## - SUMARIO, ETC. | |
| Sumario, etc. | Why 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 |
| 590 ## - NOTA LOCAL (RLIN) | |
| Nota local | Para consulta fuera de la UANL se requiere clave de acceso remoto. |
| 710 2# - PUNTO DE ACCESO ADICIONAL--NOMBRE DE ENTIDAD CORPORATIVA | |
| Nombre de entidad corporativa o nombre de jurisdicción como elemento de entrada | SpringerLink (Servicio en línea) |
| 9 (RLIN) | 299170 |
| 776 08 - ENTRADA/ENLACE A UN FORMATO FÍSICO ADICIONAL | |
| Información de relación/Frase instructiva de referencia | Edición impresa: |
| Número Internacional Estándar del Libro | 9781402033384 |
| 856 40 - LOCALIZACIÓN Y ACCESO ELECTRÓNICOS | |
| Identificador Uniforme del Recurso | <a href="http://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/1-4020-3346-X">http://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/1-4020-3346-X</a> |
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| 942 ## - ELEMENTOS DE PUNTO DE ACCESO ADICIONAL (KOHA) | |
| Tipo de ítem Koha | Recurso en línea |
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