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020 _a9781402033469
_99781402033469
024 7 _a10.1007/140203346-X
_2doi
035 _avtls000334317
039 9 _a201509030223
_bVLOAD
_c201404120726
_dVLOAD
_c201404090506
_dVLOAD
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040 _aMX-SnUAN
_bspa
_cMX-SnUAN
_erda
050 4 _aL1-991
100 1 _aHoban, Garry F.
_eeditor.
_9307564
245 1 4 _aThe Missing Links in Teacher Education Design :
_bDeveloping a Multi-linked Conceptual Framework /
_cedited by Garry F. Hoban.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2005.
300 _axxii, 303 páginas
_brecurso en línea.
336 _atexto
_btxt
_2rdacontent
337 _acomputadora
_bc
_2rdamedia
338 _arecurso en línea
_bcr
_2rdacarrier
347 _aarchivo de texto
_bPDF
_2rda
490 0 _aSelf Study of Teaching and Teacher Education Practices ;
_v1
500 _aSpringer eBooks
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
590 _aPara consulta fuera de la UANL se requiere clave de acceso remoto.
710 2 _aSpringerLink (Servicio en línea)
_9299170
776 0 8 _iEdición impresa:
_z9781402033384
856 4 0 _uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/1-4020-3346-X
_zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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