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Record Nr. |
UNINA9910299530403321 |
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Titolo |
Teacher Education In and For Uncertain Times / / edited by Deborah Heck, Angelina Ambrosetti |
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Pubbl/distr/stampa |
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Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2018 |
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ISBN |
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Edizione |
[1st ed. 2018.] |
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Descrizione fisica |
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1 online resource (X, 142 p. 3 illus.) |
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Disciplina |
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Soggetti |
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Teachers - Training of |
Education and state |
Professional education |
Vocational education |
Educational tests and measurements |
International education |
Comparative education |
Teaching and Teacher Education |
Educational Policy and Politics |
Professional and Vocational Education |
Assessment and Testing |
International and Comparative Education |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references. |
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Nota di contenuto |
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1 Reclaiming Educator Professionalism In and For Uncertain Times -- 2 It's the Worst, but Real Experience is Invaluable: Pre-service Teacher Perspective of the Costs and Benefits of Professional Experience -- 3 Teacher Education for an Uncertain Future: Implications of PISA's Global Competence -- 4 Classroom Ready Teachers: Who is Responsible? Exploring Supervising Teacher Identity and Practice -- 5 Listening to Mentor Teachers' Voices in Uncertain Times -- 6 Building Resilience in Times of Uncertainty and Complexity: Teacher Educator Perceptions of Pre-service Teacher Resilience -- 7 Self-regulatory Practices: Key Aspects of Learning for Student Teachers on Practicum -- 8 Preparing |
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Teachers to Work With and For Remote Indigenous Communities: Unsettling Institutional Practices -- 9 Partnering with Schools Beyond the Professional Experience: Building Equity-centred ITE Programme Alignment and Coherence. |
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Sommario/riassunto |
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This volume considers the role of initial and continuing teacher education in uncertain times. It highlights key principles and methods that preserve curiosity and optimism regarding the potential of teacher education, and regarding the manifold achievements of pre-service and in-service teachers. It explores how teacher education can produce teachers who are committed to counter-oppressive curricula and pedagogies, and reflects the critical role of teacher educators as public academics. |
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