LEADER 04317nam  22006975  450 
001 9910865271303321
005 20250521152943.0
010   $a9783031567681$b(electronic bk.)
010   $z9783031567674
024 7 $a10.1007/978-3-031-56768-1
035   $a(MiAaPQ)EBC31356896
035   $a(Au-PeEL)EBL31356896
035   $a(CKB)32170735700041
035   $a(OCoLC)1436833536
035   $a(DE-He213)978-3-031-56768-1
035   $a(EXLCZ)9932170735700041
100   $a20240528d2024      u|         0
101 0 $aeng
135   $aurcnu||||||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aDesign for Change: Designing Evidence-Based Teacher Preparation Programs /$fedited by Alan Bain
205   $a1st ed. 2024.
210  1$aCham :$cSpringer Nature Switzerland :$cImprint: Springer,$d2024.
215   $a1 online resource (149 pages)
311 08$aPrint version: Bain, Alan Design for Change: Designing Evidence-Based Teacher Preparation Programs Cham : Springer International Publishing AG,c2024 9783031567674 
320   $aIncludes bibliographical references.
327   $aChapter 1:Teacher Preparation: What should we expect? -- Chapter 2: Practical Theory -- Chapter 3: Design for Change-Teams and Process (DfC-TaP) -- Chapter 4: Design for Change Programs and Courses (DfC-PaC) -- Chapter 5: Evidence for Design for Change-Teams and Process (DfC-TaP) -- Chapter 6: Evidence for Design for Change-Programs and Courses (DfC-PaC) -- Chapter 7:The Role of Technology -- Chapter 8 Implications and Future Directions.
330   $aThis book focuses on enhancing teacher education quality by making evidence- informed decisions about policy, assessing quality, establishing effective strategies, and innovating teacher preparation programs. It advocates for the importance of rigorous program design and evaluation as the basis for shaping policy directions and claiming program effectiveness. The book introduces "Design for Change" (DfC), a 20-year-long collaborative effort by a group of teacher educators dedicated to improving their practices. DfC is divided into two parts: Design for Change-Teams and Process (DfC-TaP) and Design for Change-Programs and Courses (DfC-PaC). DfC-TaP explores how to form and sustain a design team of academics, emphasizing the collaborative process's value in program development. DfC-PaC delves into applying practical theory to curriculum design, mapping programs to standards, creating meaningful learning and assessment tasks, and leveraging technology. The latter includes a chapter on software for teacher preparation program design. The book's ultimate goal is to offer a versatile framework for designing teacher education programs. The book employs evidence from longitudinal research to present generalizable concepts and structures for program developers and designers. By doing so, the book aims to contribute to the field by providing a research-based guide for building teacher education programs that enhance the overall educational experience for both faculty and students. .
606   $aTeachers$xTraining of
606   $aEducation, Higher
606   $aEducational technology
606   $aEducation and state
606   $aTeaching and Teacher Education
606   $aHigher Education
606   $aDigital Education and Educational Technology
606   $aEducation Policy
606   $aFormació del professorat$2thub
606   $aPolítica educativa$2thub
606   $aEducació superior$2thub
608   $aLlibres electrònics$2thub
615  0$aTeachers$xTraining of.
615  0$aEducation, Higher.
615  0$aEducational technology.
615  0$aEducation and state.
615 14$aTeaching and Teacher Education.
615 24$aHigher Education.
615 24$aDigital Education and Educational Technology.
615 24$aEducation Policy.
615  7$aFormació del professorat
615  7$aPolítica educativa
615  7$aEducació superior
676   $a370.711
702   $aBain$b Alan$g(Alan M.),
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
912   $a9910865271303321
996   $aDesign for Change: Designing Evidence-Based Teacher Preparation Programs$94249323
997   $aUNINA