International teacher education Promising pedagogies . Part B / / edited by Lily Orland-Barak, Cheryl J Craig

• Record Nr.: UNINA9910461178003321
• Pubbl/distr/stampa: Bingley, England : , : Emerald, , 2015; ©2015
• ISBN: 1-78441-669-X
• Edizione: [First edition.]
• Descrizione fisica: 1 online resource (470 p.)
• Collana: Advances in Research on Teaching, , 1479-3687 ; ; Volume 22
• Disciplina: 370.71
• Soggetti: Teachers - Training of; Education - Study and teaching; Electronic books.
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references at the end of each chapters.
• Nota di contenuto: Cover; Title; Copyright; Contents; List of Contributors; International Teacher Education: Promising Pedagogies Introduction; Abstract; References; Part I: Pedagogies of Teacher Leadership; Teacher Education Pedagogies Related to Preparing Preservice Teachers as Leaders in Pakistan; Abstract; Introduction; Educational Background and the Traditional Approaches to Teacher Education; Toward the Contemporary Approaches to Teacher Education; Leadership Development in Preservice Teacher Education Program; The Leadership Preparation That Preservice Teachers Need and Teacher Education Pedagogy Related to Preparing Preservice Teachers as LeadersEncourage Active Involvement and Delegation of Authority among Preservice Teachers; Engage Preservice Teachers in Critical Analysis and Meta-Cognitive Tasks; Building Collaborative Teams and Professional Networks among Preservice Teachers; Provide Preservice Teachers with Experience of Working with Real-Life Teacher Leaders; Develop Preservice Teachers' Moral and Ethical Reasoning; Conclusion; Notes; References; Preservice Teachers' Professional Growth as Leaders: Empowerment through Research-Oriented Reflective Practice and Didactic Expertise in GermanyAbstract; Introduction; The Framework: Globalization of Education and its Effects in Germany; Reflective Practice and ; Empowerment Through Education - The German Didaktik Tradition; Bridging Didaktik and Inquiry-Based Learning in a Teacher Education Program; Reflective Thinking as Empowerment for Preservice Teacher Leadership?; Preservice Teachers' Reflections on Teaching - Becoming a Teacher (Leader); Discussion and Implications: Where Do We Go from Here?Notes; References; Developing Preservice Teachers as Leaders: A Case of Early Childhood Education in Hong Kong; Abstract; Background; Literature Review; Conceptualizing Leadership Development for Preservice Teachers; Issues of Developing Preservice Teachers as Leaders; Methodology; The Curriculum and Teaching Practicum; Participants; Data Collection and Analysis; Developing Preservice Teachers as Leaders; Understanding the Concept of Leadership; Exploring the Factors that Impact on Leadership Development; Providing a Supportive Environment for Leadership DevelopmentLeadership as Pedagogy: Becoming Teachers as Becoming Leaders; Conclusion; References; Empowering Principals and Teachers to Develop Participatory Teacher Leadership in Cyprus: Toward a Meta-Modern Paradigm of Teacher and Preservice Teacher Development; Abstract; Introduction; Theoretical and Research Background; Methodology; Toward Developing Teachers' Leadership: Implicit Theories and Reservations; Teachers' Self-Awareness; Teachers' Leadership; Conclusion; References; Part II: Pedagogies of Working with Diversity; Pedagogies of Working with Diversity: Research as Teacher Education - Learning about Student Diversity through Narrative Inquiry