LEADER 03117nam 2200481 450 001 9910797654403321 005 20170919051822.0 010 $a1-4758-2124-7 035 $a(CKB)3710000000484157 035 $a(EBL)4086303 035 $a(MiAaPQ)EBC4086303 035 $a(EXLCZ)993710000000484157 100 $a20151231h20152015 uy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aExperts as effective teachers $eunderstanding the relevance of cognition, emotion, and relation in education /$fFabian Rieser 210 1$aLanham :$cRowman & Littlefield,$d[2015] 210 4$dİ2015 215 $a1 online resource (213 p.) 300 $aDescription based upon print version of record. 311 $a1-4758-2123-9 311 $a1-4758-2122-0 320 $aIncludes bibliographical references. 327 $aContents; Preface: A New Approach toward Education; Acknowledgments; Introduction. A Guide to the Reader: Aims and Organization of This Book; Chapter One. Experts as Educators; Chapter Two. Line of Argumentation and Methodological Approach; Part I. COGNITION IN LEARNING AND TEACHING; Chapter Three. Cognition, Culture, and the Brain; Chapter Four. Cognition of Actions and Intention; Chapter Five. Cognition, Interaction, and Language; Chapter Six. Cognition and Learning; Chapter Seven. Transfer to Educational Practice: Cognition and Experts 327 $aPart II. SIGNIFICANCE OF EMOTION IN EDUCATIONAL PROCESSESChapter Eight. Emotion and Cognition; Chapter Nine. Emotion and Motivation; Chapter Ten. Emotion in Detail: Fear; Chapter Eleven. Transfer to Education; Chapter Twelve. Emotions and Experts; Part III. RELEVANCE OF RELATION IN EDUCATIONAL INTERACTION; Chapter Thirteen. The Topic of Relation in Public and Scientific Discourse; Chapter Fourteen. Educational Relations as Roles and Practices; Chapter Fifteen. Educational Relations and the Relevance of Emotions; Chapter Sixteen. Attachment, Educational Relation, and Experts 327 $aChapter Seventeen. Experts as Educators: Risk and Opportunity?Chapter Eighteen. The Significance of Cognition, Emotion, and Relation in Teaching; Bibliography; About the Author 330 $aExperts as Effective Teachers: Understanding the Relevance of Cognition, Emotion, and Relation in Education wishes to inspire experts to reflect upon their practice as teachers from a cognitive, emotional and relational point of view and to derive from this reflection new perspectives for their own teaching methods. Thus, they may be enabled to match the professionalism of their already existing expertise in the field with the professional level of their teaching. 606 $aTeacher effectiveness 606 $aSpecialists 615 0$aTeacher effectiveness. 615 0$aSpecialists. 676 $a371.102 700 $aRieser$b Fabian$01572751 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910797654403321 996 $aExperts as effective teachers$93847973 997 $aUNINA