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1. |
Record Nr. |
UNINA9910743095503321 |
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Autore |
De Bottis, Gaetano |
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Titolo |
Ragionamento istorico intorno all'eruzione del Vesuvio che cominciò il 29 luglio dell'anno 1779 e continuò fino al giorno 15 del seguente mese di agosto / Gaetano De Bottis ; a cura di Maria Toscano |
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Pubbl/distr/stampa |
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Napoli, : Denaro libri, 2012 |
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ISBN |
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Descrizione fisica |
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Locazione |
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Collocazione |
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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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2. |
Record Nr. |
UNINA9910337757003321 |
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Autore |
Forde Christine |
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Titolo |
Teacher Quality, Professional Learning and Policy : Recognising, Rewarding and Developing Teacher Expertise / / by Christine Forde, Margery McMahon |
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Pubbl/distr/stampa |
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London : , : Palgrave Macmillan UK : , : Imprint : Palgrave Macmillan, , 2019 |
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ISBN |
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Edizione |
[1st ed. 2019.] |
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Descrizione fisica |
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1 online resource (293 pages) |
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Disciplina |
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Soggetti |
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Teachers - Training of |
Education and state |
School management and organization |
Learning, Psychology of |
Teaching and Teacher Education |
Educational Policy and Politics |
Organization and Leadership |
Instructional Psychology |
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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 contenuto |
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Chapter 1. The Question of Teacher Quality -- Chapter 2. Issues of Teacher Expertise and Teacher Quality -- Chapter 3. Teachers and the Teaching Profession: Autonomy, Regulation and Expertise -- Chapter 4. Teachers' Careers, Work Life and Expertise -- Chapter 5. Teacher Professional Learning: Building Expertise over a Teaching Career -- Chapter 6. Teacher Quality and Evaluation and the Development of Accomplished Practice -- Chapter 7. Recognising and Rewarding Teacher Expertise and Accomplished Teaching -- Chapter 8. Career-long Professional Learning, Professionalism and Expertise -- Chapter 9. Developing and Sustaining Teacher Expertise. |
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Sommario/riassunto |
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This book examines the significance of teacher expertise in the drive to improve quality and effectiveness. Scrutinising both key conceptual issues and current policy developments and approaches, the authors |
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analyse educational systems from around the world and question how different cultural contexts and systems can implement measures to improve teacher effectiveness. The book analyses factors such as policy change and teacher evaluation as well as the regulation of the teaching profession to determine how these aspects can influence the expertise of individual teachers. As numerous policy interventions have tried to define and enhance teacher quality to raise pupil achievement, this book calls for an interrogation of this stance and signals a need to consider an alternative approach. This book will appeal to students and scholars of teacher effectiveness and professional learning, as well as researchers and policymakers. . |
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