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Record Nr. |
UNINA9910787429303321 |
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Autore |
Ellis Viv <1965-> |
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Titolo |
Transforming teacher education : reconfiguring the academic work / / by Viv Ellis, Jane McNicholl |
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Pubbl/distr/stampa |
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London ; ; New York : , : Bloomsbury Academic, , 2015 |
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ISBN |
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1-4725-1184-0 |
1-4725-0884-X |
1-4742-1902-0 |
1-4725-0639-1 |
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Descrizione fisica |
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1 online resource (193 p.) |
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Classificazione |
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Disciplina |
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Soggetti |
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College teachers - In-service training - England |
College teachers - In-service training - Great Britain |
College teachers - Training of - England |
College teachers - Training of - Great Britain |
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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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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Machine generated contents note: -- Preface -- Acknowledgements -- Introduction -- 1. Teacher Education as a Policy Problem -- 2. Teacher Education as Academic Work -- 3. Teacher Educators at Work: The Division of Labour -- 4. Teacher Educators at Work: Critical Cases -- 5. Teacher Educators, Proletarianisation and the Discipline of Education -- 6. Public Universities and the Profession of Teaching: Towards an Agenda for Transformation -- Bibliography -- Index. |
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Sommario/riassunto |
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"Teacher education has a central role in the improvement of educational systems around the world but what do the teacher educators in universities and colleges actually do? Day-to-day, how do they support the learning and development of the thousands of new teachers we need every year? And why does this matter? Drawing on recent research by the authors, situated in the growing international literature, Transforming Teacher Education puts these questions in cultural and historical context and offers a practical answer in the form of an original agenda for the transformation of current conditions in teacher education with future designs for practice. Viv Ellis and Jane |
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McNicholl argue that the academic work of teacher education needs to be reconfigured in order to stimulate the renewal of the profession of teaching and to develop new modes of educational research that will have impact on practice as well as building the discipline of Education within the universities. They offer suggestions for future designs for teacher education, drawing not only on the latest research in teacher learning and development but from across the social sciences."--Bloomsbury Publishing. |
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2. |
Record Nr. |
UNISA996419447803316 |
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Autore |
Klevesath Lino (Universität Göttingen, Deutschland) |
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Titolo |
Radikalislamische YouTube-Propaganda : Eine qualitative Rezeptionsstudie unter jungen Erwachsenen / Lino Klevesath, Annemieke Munderloh, Joris Sprengeler, Florian Grahmann, Julia Reiter |
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Pubbl/distr/stampa |
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Bielefeld, : transcript Verlag, 2021 |
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ISBN |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (248 p.) |
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Collana |
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Studien des Göttinger Instituts für Demokratieforschung zur Geschichte politischer und gesellschaftlicher Kontroversen ; 17 |
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Disciplina |
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Soggetti |
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Radikaler Islam; Salafismus; Scharia; YouTube; Medienrezeption; Religion; Extremismus; Radikalisierung; Politik; Islam; Internet; Politische Ideologien; Fundamentalismus; Social Media; Mediensoziologie; Politikwissenschaft; Radical Islam; Salafism; Sharia; Youtube; Media Reception; Extremism; Radicalization; Politics; Political Ideologies; Fundamentalism; Sociology of Media; Political Science |
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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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Frontmatter -- Inhalt -- Editorial -- 1. Einleitung -- 1.1. Radikaler Islam im Netz -- 1.2. Forschungsstand -- 1.3. Forschungsfrage -- 2. Methodik, Forschungsdesign und Materialauswahl -- 2.1. Zur Auswahl der Videos -- 2.2. Zur Analyse der Videos -- 2.3. Die Methode des fokussierten Interviews -- 2.4. Zum Sample und zur Durchführung der Interviews -- 2.5. Zur Analyse des Interviewmaterials -- 3. Videoquellen und -inhalte -- 3.1. Marcel Krass und sein Video »Was ist Scharia?« -- 3.2. Yasin al-Hanafi und sein Video »Ist Erdogan ein |
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Diktator?« -- 3.3. Abul Baraa und sein Video »Hätte der Prophet Dich geliebt?« -- 3.4. Das Naschid »Ġurabā« (»Die Fremden«) -- 4. Videorezeption - Ergebnisse -- 4.1. Die Rezeption des Naschids -- 4.2. Yasin al-Hanafi: Politischer Meinungskampf -- 4.3. Marcel Krass: Gerechtigkeit und Islam -- 4.4. Ahmad Abul Baraa: Religiosität -- 4.5. Einfluss autoritärer Tendenzen -- 4.6. Einfluss der sozialen Zugehörigkeit -- 4.7. Einfluss des Religionsverständnisses -- 5. Fazit -- 6. Anhang -- 7. Literaturverzeichnis |
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Sommario/riassunto |
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In der öffentlichen Debatte wird Online-Videos aus dem Spektrum des radikalen Islam zugeschrieben, einen großen Einfluss auf junge Menschen auszuüben. Doch wie nehmen junge Muslim*innen und Nicht-Muslim*innen diese Videos tatsächlich wahr? Wie stark wird ihre Sicht auf die Inhalte von ihrem Religionsverständnis, ihrer sozialen Zugehörigkeit und aktuellen politischen und gesellschaftlichen Debatten in Deutschland beeinflusst? Diese qualitative Studie untersucht die Rezeption ausgewählter radikalislamischer Videos von Marcel Krass, Ahmad Armih (bekannt unter dem Pseudonym »Ahmad Abul Baraa«) sowie von Yasin Bala (»Yasin al-Hanafi«). |
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