LEADER 01075nam0 2200277 i 450 001 VAN0053367 005 20240130020917.574 010 $a978-27-05-65625-6 100 $a20060926d1967 |0itac50 ba 101 $afre 102 $aFR 105 $a|||| ||||| 200 1 $aÉlectricité, magnétisme$etravaux dirigés$fA. Brelot ... [et al.] 210 $aParis$cHermann$d1967 215 $a196 p.$cill.$d22 cm 410 1$1001VAN0046986$12001 $aCollection méthodes$1210 $aParis$cHermann. 606 $a78-XX$xOptics, electromagnetic theory [MSC 2020]$3VANC022356$2MF 620 $dParis$3VANL000046 702 1$aBrelot$bAlain$3VANV042097 712 $aHermann $3VANV108839$4650 801 $aIT$bSOL$c20240202$gRICA 899 $aBIBLIOTECA DEL DIPARTIMENTO DI MATEMATICA E FISICA$1IT-CE0120$2VAN08 912 $aVAN0053367 950 $aBIBLIOTECA DEL DIPARTIMENTO DI MATEMATICA E FISICA$d08PREST 78-XX 0544 $e08 2347 I 20060926 996 $aElectricite magnetisme$91426988 997 $aUNICAMPANIA LEADER 05156nam 22006735 450 001 9910349339603321 005 20200701214439.0 010 $a3-030-23467-3 024 7 $a10.1007/978-3-030-23467-6 035 $a(CKB)4100000009152982 035 $a(MiAaPQ)EBC5889005 035 $a(DE-He213)978-3-030-23467-6 035 $a(EXLCZ)994100000009152982 100 $a20190831d2019 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aStudent Voice and Teacher Professional Development $eKnowledge Exchange and Transformational Learning /$fby David Morris 205 $a1st ed. 2019. 210 1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Pivot,$d2019. 215 $a1 online resource (163 pages) 311 $a3-030-23466-5 327 $aChapter 1. Introduction -- Chapter 2. Student voice in schools -- Chapter 3. Teacher professional development (TPD) in schools -- Chapter 4. Relationships between pupils and teachers -- Chapter 5. Knowledge exchange between pupils and teachers -- Chapter 6. An evaluation of the 'teach a teacher' project -- Chapter 7. Recognising the 'treasure we have in our own back yard'. 330 $a'The ultimate goal of educators? professional learning is to enhance their positive impact on students. Notably absent in these efforts has been the perspectives of students on how best to accomplish that. In thoughtful and practical ways, David?s book provides long-needed guidance on how to gain and use the essential voice of students in planning effective professional learning experiences for educators. All levels of educators will find his insights helpful.' ?Thomas R. Guskey, Professor Emeritus, University of Kentucky, USA and Senior Research Scholar, University of Louisville, USA 'David Morris makes concrete the possibilities for authentic student engagement in teacher professional development. He presents a dialectical engagement between theory and practice through a rich case study, to critique the potential for democracy in schools through students-as-producers of their own educational experiences. Inside a humanist tradition in which empowering relationships emerge, this returns to the idea that the educator must be educated: and who better to do so than the students themselves?' ?Richard Hall, Professor of Education and Technology, De Montfort University, UK This book explores the role of students? involvement in teacher professional development. Building upon a research study whereby pupils instruct their teachers in the use of Information and Communication Technology (ICT), the author argues that using student voice in this way can result in transformational learning for all those involved. The author presents the processes and experiences of pupils taking on the role of educators as well as the experiences of the teachers receiving such professional development from their students. In doing so, he promotes the innovative use of a student voice initiative to support teaching and learning, with the overarching purpose of improving and transforming teacher-pupil relationships. This book will be of interest and value to students and scholars of pupil voice, teacher professional development and transformational learning. David Morris has over twenty years? experience in teaching and higher education. He is currently a freelance researcher and educational consultant. 606 $aTeaching 606 $aMaturation (Psychology) 606 $aLearning 606 $aInstruction 606 $aSchools 606 $aEducational technology 606 $aStudy Skills 606 $aTeaching and Teacher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O31000 606 $aPersonal Development$3https://scigraph.springernature.com/ontologies/product-market-codes/O42010 606 $aLearning & Instruction$3https://scigraph.springernature.com/ontologies/product-market-codes/O22000 606 $aSchools and Schooling$3https://scigraph.springernature.com/ontologies/product-market-codes/O52000 606 $aTechnology and Digital Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O47000 606 $aStudy and Learning Skills$3https://scigraph.springernature.com/ontologies/product-market-codes/O53010 615 0$aTeaching. 615 0$aMaturation (Psychology). 615 0$aLearning. 615 0$aInstruction. 615 0$aSchools. 615 0$aEducational technology. 615 0$aStudy Skills. 615 14$aTeaching and Teacher Education. 615 24$aPersonal Development. 615 24$aLearning & Instruction. 615 24$aSchools and Schooling. 615 24$aTechnology and Digital Education. 615 24$aStudy and Learning Skills. 676 $a371.1023 676 $a370.715 700 $aMorris$b David$4aut$4http://id.loc.gov/vocabulary/relators/aut$01059479 906 $aBOOK 912 $a9910349339603321 996 $aStudent Voice and Teacher Professional Development$92505978 997 $aUNINA