LEADER 05551nam 2200637Ia 450 001 9910824712303321 005 20151005082022.0 010 $a1-78441-669-X 035 $a(CKB)3710000000473581 035 $a(EBL)4339857 035 $a(MiAaPQ)EBC4339857 035 $a(Au-PeEL)EBL4339857 035 $a(CaPaEBR)ebr11146830 035 $a(CaONFJC)MIL828906 035 $a(OCoLC)922704594 035 $a(UtOrBLW)bslw09363996 035 $a(EXLCZ)993710000000473581 100 $a20151005d2015 uy 0 101 0 $aeng 135 $aurun||||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 00$aInternational teacher education$b[electronic resource] $epromising pedagogies$h(Part B) /$fedited by Lily Orland-Barak, Cheryl J. Craig 205 $aFirst edition. 210 1$aBingley, England :$cEmerald,$d2015. 210 4$dİ2015 215 $a1 online resource (470 p.) 225 1 $aAdvances in research on teaching,$x1479-3687 ;$vv. 22 300 $aDescription based upon print version of record. 311 $a1-78441-670-3 320 $aIncludes bibliographical references at the end of each chapters. 327 $aCover; Title; Copyright; Contents; List of Contributors; International Teacher Education: Promising Pedagogies Introduction; Abstract; References; Part I: Pedagogies of Teacher Leadership; Teacher Education Pedagogies Related to Preparing Preservice Teachers as Leaders in Pakistan; Abstract; Introduction; Educational Background and the Traditional Approaches to Teacher Education; Toward the Contemporary Approaches to Teacher Education; Leadership Development in Preservice Teacher Education Program 327 $aThe Leadership Preparation That Preservice Teachers Need and Teacher Education Pedagogy Related to Preparing Preservice Teachers as LeadersEncourage Active Involvement and Delegation of Authority among Preservice Teachers; Engage Preservice Teachers in Critical Analysis and Meta-Cognitive Tasks; Building Collaborative Teams and Professional Networks among Preservice Teachers; Provide Preservice Teachers with Experience of Working with Real-Life Teacher Leaders; Develop Preservice Teachers' Moral and Ethical Reasoning; Conclusion; Notes; References 327 $aPreservice Teachers' Professional Growth as Leaders: Empowerment through Research-Oriented Reflective Practice and Didactic Expertise in GermanyAbstract; Introduction; The Framework: Globalization of Education and its Effects in Germany; Reflective Practice and Empowerment Through Education - The German Didaktik Tradition; Bridging Didaktik and Inquiry-Based Learning in a Teacher Education Program; Reflective Thinking as Empowerment for Preservice Teacher Leadership?; Preservice Teachers' Reflections on Teaching - Becoming a Teacher (Leader) 327 $aDiscussion and Implications: Where Do We Go from Here?Notes; References; Developing Preservice Teachers as Leaders: A Case of Early Childhood Education in Hong Kong; Abstract; Background; Literature Review; Conceptualizing Leadership Development for Preservice Teachers; Issues of Developing Preservice Teachers as Leaders; Methodology; The Curriculum and Teaching Practicum; Participants; Data Collection and Analysis; Developing Preservice Teachers as Leaders; Understanding the Concept of Leadership; Exploring the Factors that Impact on Leadership Development 327 $aProviding a Supportive Environment for Leadership DevelopmentLeadership as Pedagogy: Becoming Teachers as Becoming Leaders; Conclusion; References; Empowering Principals and Teachers to Develop Participatory Teacher Leadership in Cyprus: Toward a Meta-Modern Paradigm of Teacher and Preservice Teacher Development; Abstract; Introduction; Theoretical and Research Background; Methodology; Toward Developing Teachers' Leadership: Implicit Theories and Reservations; Teachers' Self-Awareness; Teachers' Leadership; Conclusion; References; Part II: Pedagogies of Working with Diversity 327 $aPedagogies of Working with Diversity: Research as Teacher Education - Learning about Student Diversity through Narrative Inquiry 330 $aAll countries in the world understand that education is vital to human and economic prosperity and that teacher education unavoidably is implicated. But the snag is this: political forces shaping public opinion in individual nations (particularly the U.S.) are deeply divided concerning how teacher education should proceed. This book acknowledges this Achilles heel tension, but does not become weighed down by it. Instead, it focuses on 'the practical' (Schwab, 1969), matters that have been locally deliberated and enacted. Pedagogies are named, origins (cultural/practical/theoretical/policy roots) are traced and a live example of the pedagogy unfurling in the local setting is presented from an insiderview. 410 0$aAdvances in research on teaching ;$vv. 22. 606 $aEducation$xGeneral$2bisacsh 606 $aTeaching skills & techniques$2bicssc 606 $aTeachers$xTraining of 606 $aEducation$xStudy and teaching 615 7$aEducation$xGeneral. 615 7$aTeaching skills & techniques. 615 0$aTeachers$xTraining of. 615 0$aEducation$xStudy and teaching. 676 $a370.71 701 $aCraig$b Cheryl J$0984890 701 $aOrland-Barak$b Lily$01060022 801 0$bUtOrBLW 906 $aBOOK 912 $a9910824712303321 996 $aInternational teacher education$93929398 997 $aUNINA