01543oam 2200337z- 450 991015535450332120170925212202.02-14-001776-5(CKB)3710000000974119(VLeBooks)9782140017766(EXLCZ)99371000000097411920170626c2016uuuu -u- -freCitoyens D'abord, Croyants Peut-Etre, Laiques ToujoursEditions L'Harmattan1 online resource (150 p.)Debats Laiques2-343-09759-3 Peut-on etre citoyen avant d'etre pretre et donc catholique ? Peut-on etre citoyen avant d'etre islamologue, voire avant d'etre musulman ? Quelles sont les exigences d'une pratique de la laicite qui respecte les fondamentaux de la loi de 1905 ? Depuis 1983, un groupe de militants chretiens, l'association CEDEC, a pris position pour une Eglise degagee de l'Ecole confessionnelle, affirmant leur engagement en faveur de l'ecole pour tous, l'ecole publique, l'ecole de la Republique.SecularismFranceCongressesFreedom of religionFranceCongressesCitizenshipFranceCongressesSecularismFreedom of religionCitizenshipCabotte-Carillon1747687Chrétiens pour une Église dégagée de l'école confessionnelle,BOOK9910155354503321Citoyens D'abord, Croyants Peut-Etre, Laiques Toujours4179877UNINA03118nam 22005295 450 991035030680332120250610110345.09789811333118981133311410.1007/978-981-13-3311-8(CKB)4100000007223686(MiAaPQ)EBC5622168(DE-He213)978-981-13-3311-8(MiAaPQ)EBC30159107(EXLCZ)99410000000722368620181218d2019 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierUnderstanding the Impact of INSET on Teacher Change in China /by Ming Li1st ed. 2019.Singapore :Springer Nature Singapore :Imprint: Palgrave Pivot,2019.1 online resource (164 pages)9789811333101 9811333106 Introduction -- Educational reform and teacher education: A theoretical overview -- Teacher learning research: A critical overview -- The study of teacher learning on INSET -- Case studies: Teachers’ experiences of change -- Teacher learning: A multifaceted, situated and dynamic process -- INSET: Essential but insufficient catalyst for teacher change -- Conclusion.This pivot considers the impact of INSET courses on EFL teachers practicing under the national curriculum reform in China. Providing context-specific findings on the policy and implementation of INSET as well as its impact on teacher education initiatives in both China and similar contexts, it explores the limitations of one off training events such as INSET and the inconsistency between teacher learning results and their classroom practices. The book argues that teachers, when returning to pre-INSET teaching, are influenced by their prior deeply-rooted beliefs largely considered more powerful than newly-learnt theories. Addressing the rarely discussed fact that the complex and dynamic characteristics of teacher learning change over time and support the construct of teacher learning as a social event rather than a one-off event, the book also offers practical solutions on how to improve teacher education and enhance the long-term INSET impact on teacher development, with the ambition of promoting education reform for both teachers and students alike. .TeachersTraining ofEducational sociologyLearning, Psychology ofTeaching and Teacher EducationSociology of EducationInstructional PsychologyTeachersTraining of.Educational sociology.Learning, Psychology of.Teaching and Teacher Education.Sociology of Education.Instructional Psychology.428.0071051Li Mingauthttp://id.loc.gov/vocabulary/relators/aut346685BOOK9910350306803321Understanding the Impact of INSET on Teacher Change in China2514066UNINA