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MARC Lista (tabellare)
Reconceptualizing social justice in teacher education : moving to anti-racist pedagogy / / Susan Browne, Gaëtane Jean-Marie, editors
Reconceptualizing social justice in teacher education : moving to anti-racist pedagogy / / Susan Browne, Gaëtane Jean-Marie, editors
Pubbl/distr/stampa Cham, Switzerland : , : Palgrave Macmillan, , [2022]
Descrizione fisica 1 online resource (297 pages)
Disciplina 305.80973
Soggetto topico Anti-racism - Study and teaching
Culturally relevant pedagogy
Social justice - Study and teaching
Justícia social
Formació del professorat
Soggetto genere / forma Llibres electrònics
ISBN 3-031-16644-2
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Intro -- Prologue -- References -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- Part I: Laying the Foundation and Shifting Frames in Teacher Education -- Chapter 1: A Deep Dive: Reconceptualizing Social Justice in Teacher Education -- Literature Review -- Teacher Education Programs: Integrating Social Justice in PCK -- From Essentializing to Intersectionality to Ground Social Justice in Teacher Education -- Furthering the Work of Social Justice Dispositions in Teacher Education -- Historical Evolution of Multicultural Education to Social Justice -- Critical Pedagogy: Developing Learners for Democracy and Social Change -- Supporting Diverse Learners in Schools: Culturally Relevant Pedagogy -- Conclusion: Beyond Critical and Cultural Relevant Pedagogy to Anti-racist Pedagogy -- References -- Chapter 2: Envisioning Spaces of Anti-racist Pedagogy in Teacher Education Programs -- Introduction: Setting the Context -- Positionality -- Critical Race Theory in Education -- What Are We Doing? Colleges and Universities Cautiously Rise to the Challenge -- De-centering Whiteness -- Teaching Through White Guilt -- Moving Forward: Strategic Empathy and Anti-racist Pedagogy -- Continuing the Work -- Conclusion -- References -- Chapter 3: Becoming a Culturally Relevant and Sustaining Educator (CRSE): White Pre-service Teachers, Reflexivity, and the Development of Self -- Introduction -- Problem: The Case for CRSE -- Theoretical Framework: Culturally Relevant and Sustaining Education (CRSE) -- Modes of Inquiry -- Participant Observation -- Artifactual Collection -- Interviews -- Becoming Culturally Relevant and Sustaining Educators: Participants' Perspectives -- Participants -- Nikki -- Jeremy -- Nessa -- Findings -- White Educators Must Be Self-Reflexive in Their Work Toward Becoming CRSE Educators.
The Process of Enacting CRSE Practices Can Be Isolating and Lonely -- There Is No Immediate Reward for This Work -- Conclusion -- References -- Part II: Disrupting Teaching and Learning for Emancipatory Practices -- Chapter 4: Diversity-in-Action: From Data to Doing -- The Time and Place of Diversity-in-Action (DIA) at Rowan University -- Diversity-in-Action (DIA) Current Context at Rowan University -- Event That Disrupted Diversity Committee #1 -- Event That Disrupted Diversity Committee #2 -- Event That Disrupted Diversity Committee #3 -- First Steps: From Faculty Diversity Committee to Diversity-in-Action -- Diversity in Action in Action #1-C4: Coffee, Critical Conversations, and Community -- Diversity in Action in Action #2: Clarifying and Providing Resources to Support DIA's Vision -- Diversity in Action in Action #3: Perpetual Learning to Inform our Actions -- Diversity in Action Moving Forward -- References -- Chapter 5: On "Ceding Space": Pushing Back on Idealized Whiteness to Foster Freedom for Students of Color -- Emancipatory and Antiracist Pedagogy and Teaching -- Whiteness as Goodness, Smartness, and Success -- White Performative Emotions Undermining Antiracist and Emancipatory Pedagogies -- White Fear -- White Wokeness -- Antiracist and Emancipatory Pedagogies and Practices in Action -- Concluding Thoughts -- References -- Chapter 6: Beyond Teaching Racial Content: Antiracist Pedagogy as Implementing Antiracist Practices -- Pedagogies and Impact of Social and Political Contexts -- What Is Antiracist Pedagogy? -- Why Antiracist Pedagogy? -- References -- Part III: Curricula Revitalization for Preparing Today's Pre-Service Teachers -- Chapter 7: The Stories We Teach By: The Use of Storytelling to Support Anti-racist Pedagogy -- Context of Our Journey -- Teaching Fellows -- Theoretical Frames -- How We Come to Know Ourselves.
Stephanie's Story -- Brie's Story -- Zalphia's Story -- Common Threads -- The Stories We Tell -- How We Tell Our Stories -- Personal Experience Stories -- Letters to Students -- How We Tell Others' Stories -- Children's Literature -- Reading Memoir -- Leveraging Technology in Humanizing Ways -- Conclusion -- References -- Chapter 8: OutCasting Teacher Education: Abolishing Caste-Maintaining Practices in Teacher Education Programs -- A world without caste would set everyone free-Isabel Wilkerson -- Reflections on the Dual Pandemics of 2020: My Impetus for Examining Caste in Teacher Education -- Revisiting the American Race-Based Caste System -- Caste in Education -- How Is Caste Upheld in Teacher Education? -- OutCasting Teacher Education -- Charting a Path to Freedom from Caste -- References -- Chapter 9: A New Paradigm for Preparing Teachers of Black Males -- Introduction -- Understanding the Complexity of Black Male Identity -- Calling out Anti-black Racism -- Social Justice and Teacher Education -- Teacher Learning & -- Talking Race -- Conclusion -- References -- Part IV: Anchoring Field Experience/Clinical Practice: Leveraging School-Family-Community Connections -- Chapter 10: Growing in Understanding of Ourselves and Each Other: Preparing Teachers for Anti-racist Classrooms Through Connections to the Field -- Institute for Urban Education -- Previous Studies -- Study Results and Fieldwork -- Conclusion -- References -- Chapter 11: Developing Culturally Responsive Anti-racist Activists -- My Activist Self -- My Activist Self -- Theoretical Frameworks -- Methods -- Urban Teacher Academy -- Instructional Model -- Seminars -- Urban Teacher Academy Professional Education Course -- Field Experience -- Graduate Support -- Reimagining of UTA -- Our Actions Infusing Activism into UTA -- Lessons Learned -- Decentering Whiteness.
Teachers as Social Justice Advocates -- Creating Inclusive Spaces -- Anti-racist Teachers -- Advocacy and Voice -- Conclusions -- References -- Chapter 12: The Role of Anti-racist Pedagogy and Practices in Professional Development Schools -- Introduction -- PDS Partnerships and the four Non-negotiables -- Reconceptualizing Anti-racism in School-University Partnerships -- The Role of Anti-racist Pedagogy and Practice: Voices from the Field -- Madji's Story: Western Valley School -- Dan and Cathy's Stories: South Atlantic Middle School -- Dan's Story -- Cathy's Story -- Brent and Casey's Stories: Northeastern School -- Brent's Beginnings -- Casey's Beginnings -- Conclusion -- References -- Chapter 13: Working Toward Anti-racist Teacher Preparation: Clinical Experiences in Urban Schools -- Introduction -- Urban Teacher Education Programs and Clinical Experiences -- Asset-Based Framing of Teacher Education -- The Research Study -- Methods -- Participants and Procedures -- Data Sources and Analysis -- What We Found -- Creating Bridges Between Coursework and Fieldwork -- Building Relationships with Students -- Lesson Planning and Instruction -- School Placement Context -- Equity-Focused Coursework Was Not Enough: TCs' Perceptions of Limited Pedagogical Development -- Discussion and Implications -- Assignments and Field Experiences for Urban TEP -- Urban Teacher Education Assignments -- Identity Chart and Implicit Bias Activities -- Community and School Asset Mapping -- Integrated Multidisciplinary Lesson Plans -- Field-Based Experiences -- Developing Norms and Class Expectations Collaboratively with Students -- Ongoing Critical Reflections of Teaching Practices -- Creating Authentic Assessments with Students -- Resource Analysis Audit -- Providing Opportunities for Students to Question and Critique Assignments, Assessments, Readings, and so on.
Find Ways to Include Community in Curriculum -- Creating Lesson Plan Templates and Observation Protocol to Promote Anti-racist Teaching -- Final Thoughts -- References -- Epilogue -- References -- Index.
Record Nr. UNINA-9910633917303321
Cham, Switzerland : , : Palgrave Macmillan, , [2022]
Materiale a stampa
Lo trovi qui: Univ. Federico II
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Research, Policymaking, and Innovation [[electronic resource] ] : Teacher and Education Development in Belt and Road Countries / / edited by Yan Wang, Gábor Halász, Ainat Guberman, Ahmed Baghdady, Oded Mcdossi
Research, Policymaking, and Innovation [[electronic resource] ] : Teacher and Education Development in Belt and Road Countries / / edited by Yan Wang, Gábor Halász, Ainat Guberman, Ahmed Baghdady, Oded Mcdossi
Autore Wang Yan <1137-1218, >
Edizione [1st ed. 2023.]
Pubbl/distr/stampa Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023
Descrizione fisica 1 online resource (389 pages)
Disciplina 379
Soggetto topico Teachers - Training of
Education and state
International education
Comparative education
Teaching and Teacher Education
Educational Policy and Politics
International and Comparative Education
Reforma de l'educació
Política educativa
Formació del professorat
Soggetto genere / forma Llibres electrònics
ISBN 9789811943492
9789811943485
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Part 1. Historical Evolution of Teacher Education Reforms -- Chapter 1. Cambodia: Teacher Development and Reform in Cambodia: Past, Present, and Future -- Chapter 2. Israel: The Practical Turn in Israeli Teacher Education: The Silent Reform -- Chapter 3. Qatar: Teacher Development Policies and Practices in Qatar’s Public Education System Post the Education Reform -- Chapter 4. Tajikistan: Teacher development in Tajikistan: Challenges and Opportunities in Developing Students 21st Century Skills -- Part 2. Status Quo in Teacher and Teacher Education: Issues, Trends and Challenges -- Chapter 5. India: Teachers and Teacher Education in India: Issues, Trends and Challenges -- Chapter 6. China: Teacher Development in China -- Chapter 7. Mongolia: Professional Development Needs of Teachers in Mongolian Higher -- Chapter 8. Kyrgyzstan: Teacher Professional Development in the Kyrgyz Republic: Challenges and Opportunities -- Part 3. Teacher Learning and Development: A Career Long Perspective -- Chapter 9. Singapore: Teacher Learning and Development in Singapore: A Career-long Perspective -- Chapter 10. Syria: Teacher Development in the Syrian Arab Republic – A Proposed Framework -- Chapter 11. Malaysia: Teaching Professional Development Master Plan of Malaysia -- Chapter 12. Hungary: Teacher Learning and Innovation: The Case of Hungary -- Part 4. Teacher Development and Innovation and in the Digital Era -- Chapter 13. Khazakstan: Striving toward sustainable development in education: the 10 year experience of Nazarbayev Intellectual schools -- Chapter 14. Turkey: Improving Teachers’ Skills for Pedagogic Usage of Educational Technologies: Turkish Perspective -- Chapter 15. Russia: Professional Development and Teachers Training in Russia -- Part 5 Curriculum, Teacher and Employment in Global Context -- Chapter 16. Albania: Linking professional education and labor market: Education and Employment reforms in Albania -- Chapter 17. Sri Lanka: Reforming the Secondary School Curriculum: A Sri Lankan Experience at the Dawn of the New Millennium -- Chapter 18. Lithuania: Discourse of Teacher Training Transformations in Lithuania.
Record Nr. UNINA-9910686483003321
Wang Yan <1137-1218, >  
Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023
Materiale a stampa
Lo trovi qui: Univ. Federico II
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The role of language in content pedagogy : a framework for teachers' knowledge / / edited by Lay Hoon Seah, Rita Elaine Silver, Mark Charles Baildon
The role of language in content pedagogy : a framework for teachers' knowledge / / edited by Lay Hoon Seah, Rita Elaine Silver, Mark Charles Baildon
Pubbl/distr/stampa Singapore : , : Springer, , [2022]
Descrizione fisica 1 online resource (249 pages)
Disciplina 016.37
Collana Studies in Singapore Education: Research, Innovation and Practice
Soggetto topico Language and education
Llengua d'ensenyament
Formació del professorat
Soggetto genere / forma Llibres electrònics
ISBN 981-19-5351-1
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Intro -- Contents -- Contributors -- 1 Introduction to the Volume: Mapping the Language-Related Knowledge Base for Content Teaching -- 1.1 Introduction -- 1.1.1 Background: Language in Learning -- 1.1.2 Teachers' Roles -- 1.2 Language-Related Knowledge Base for Content Teaching (LRKCT) -- 1.2.1 Knowledge of Language (KL) -- 1.2.2 Knowledge About Language (KAL) -- 1.2.3 Knowledge of Students (KS) -- 1.2.4 Pedagogical Knowledge (PK) -- 1.2.5 Mapping LRKCT -- 1.2.6 LRKCT for Content Teaching and the PCK of Language Teachers -- 1.2.7 LRKCT and the PCK of Content Teachers -- 1.3 Overview of the Volume -- 1.3.1 Sociocultural Perspectives -- 1.3.2 Systemic Functional Linguistics -- 1.3.3 Building on the LRKCT Framework -- References -- Part I Studies in Science and TLA -- 2 Unpacking the Language-Related Knowledge Components of Science Teachers Through the Language Awareness Lens -- 2.1 Introduction -- 2.2 Literature Review -- 2.2.1 The Importance and Role of Language-Related Knowledge in Science Teaching -- 2.2.2 The Lens of Teacher Language Awareness -- 2.2.3 The Relevance of TLA to Science Teaching -- 2.3 Research Design -- 2.3.1 Research Context -- 2.3.2 Inquiry Cycle -- 2.3.3 Data Sources -- 2.3.4 Analysis -- 2.3.5 Declarative TLA (dTLA) -- 2.3.6 Procedural TLA (pTLA) -- 2.4 Findings -- 2.4.1 Knowledge About (Scientific) Language (KAL) -- 2.4.2 Knowledge About Students' Language (KS) -- 2.4.3 Procedural Dimension of TLA (pTLA) -- 2.5 Discussion -- References -- 3 Raising Science Teachers' Language Awareness: A Functional Literacy Approach to Teaching Science -- 3.1 Introduction -- 3.2 Literature Review -- 3.2.1 A Functional Literacy Approach to Literacy -- 3.2.2 Teacher Reflections -- 3.3 Methodology -- 3.3.1 Context of Study -- 3.3.2 Teacher Inquiry and Knowledge Building Cycles -- 3.3.3 Analysis of Teacher Reflections -- 3.4 Findings.
3.4.1 Developing Language Awareness in Science Teaching -- 3.4.2 Designing a Communicative Classroom -- 3.4.3 Making the Learning Process Visible -- 3.5 Discussion -- 3.6 Conclusion -- References -- 4 High School Science Teachers Learning to Teach Science Reading Through a Functional Focus on Language: Toward a Grounded Theory of Teacher Learning -- 4.1 Introduction -- 4.2 Science Language and Science Teaching/Learning -- 4.3 Methods -- 4.3.1 Setting -- 4.3.2 Participants -- 4.3.3 Professional Development Program -- 4.3.4 Data Collection -- 4.3.5 Data Analysis -- 4.4 Findings -- 4.4.1 Embracing a New Perspective on Science Language/Reading -- 4.4.2 Learning About Science Language -- 4.4.3 Teaching Science Language -- 4.5 Discussion -- 4.6 Conclusion -- References -- 5 Building Science Teacher Disciplinary Linguistic Knowledge with SFL -- 5.1 Introduction -- 5.2 Theoretical Framework -- 5.2.1 Disciplinary Linguistic Knowledge -- 5.2.2 Systemic Functional Linguistics (SFL) -- 5.2.3 SFL and Teacher's Professional Knowledge Development -- 5.3 Methods and Context -- 5.3.1 School Context -- 5.3.2 Data Collection and Analysis -- 5.4 Findings: Four Stages in Developing Disciplinary Linguistic Knowledge -- 5.4.1 Stage 1: Learning Functional Metalanguage to "See" Classroom Discourse in New Ways -- 5.4.2 Stage 2: Applying Functional Metalanguage to Develop Conscious Knowledge of Official Literacy Practices in High-School Chemistry -- 5.4.3 Stage 3: Applying Functional Metalanguage to Develop Conscious Knowledge of Multilingual Students' Literacy Practices in Chemistry -- 5.4.4 Stage 4: Experimenting with Language-Focused Curriculum Design and Implementation for His Unique Context -- 5.5 Discussion and Reflection on DLK Development -- 5.6 Implications for Science Teacher Education and Professional Development.
Appendix A: Excerpt from John's High-School Chemistry Textbook (Hsu et al., 2010) -- Appendix B: Multilingual Student Ly's Writing on Two Periodic Table Worksheets -- Appendix C: John's Application of DLK in the Form of a Functional Language Analysis Worksheet -- References -- 6 From Image-to-Writing: A Teacher's PCK in Supporting Primary School Students in Making Sense of the Specialised Language of Science -- 6.1 Introduction -- 6.2 Language of Science and Its Challenges -- 6.2.1 Technicality -- 6.2.2 Abstraction -- 6.2.3 Information Density -- 6.3 An Image-to-Writing Approach as a Complement to Experiential Science Activities -- 6.3.1 The Learning Stages of Image-to-Writing Approach -- 6.4 Teaching and Learning as Design -- 6.4.1 Meaning-Making Potential of Modes and P-R-C-K -- 6.5 Design of I2W Activity for "Pollination" -- 6.6 Teacher's Role in the Enactment of I2W -- 6.6.1 Mr. N's Orchestration of Modes in the Teaching of Pollination Through I2W Approach -- 6.7 Pedagogical-Representational-Content-Knowledge of Mr. N -- 6.8 Conclusion -- References -- 7 Teachers' Language-Based Knowledge to Support Students' Science Learning -- 7.1 Introduction -- 7.2 Language-Based Knowledge for Teaching Science -- 7.3 Warrants for the RCA to Student Learning -- 7.4 Principles of Representation Construction Pedagogy and Teacher's LRKCT -- 7.4.1 The Approach is Based on a Sequence of Representational Challenges in Topics -- 7.4.2 Representations Are Explicitly Analysed and Refined -- 7.4.3 Consolidation and Extension -- 7.5 Teacher Language-Based Knowledge Required to Enact This Pedagogy -- 7.5.1 Case Study One: Year 10: Atomic Structure and Electron Shells: Isotopes and Half-Lives -- 7.5.2 Teacher LRKCT -- 7.5.3 Case Study Two: Respiration in Year 11 Biology -- 7.5.4 Teacher LRKCT -- 7.6 Conclusions and Implications -- References.
Part II Studies in Social Science and TLA -- 8 Beyond the Word Hunt: Teaching the Ways We Construe Causation in History Education -- 8.1 Introduction -- 8.2 Beyond the Word Hunt -- 8.3 SFL in the Classroom -- 8.4 Teaching Causation in US History Classes -- 8.5 Non-conjunctive Forms of Causal Cohesion -- 8.6 Cause Circumstantial Constructions -- 8.7 Causatives -- 8.8 Causal Asyndetic Construction (CACs) -- 8.9 Causal Language, Not Just Signal Words -- 8.10 Classroom Applications -- 8.11 Conclusion -- Appendix: Examples of Language Analysis for History Textbooks -- References -- 9 The Language of Historical Thinking Read-Alouds -- 9.1 The Language of Historical Thinking Read-Alouds -- 9.2 Review of the Literature -- 9.2.1 Role of Language -- 9.2.2 Historical Thinking Read-Alouds -- 9.2.3 Read-Alouds -- 9.2.4 Texts for HTRAs -- 9.2.5 HTRAs and Research Trends -- 9.3 Methods -- 9.3.1 Context -- 9.3.2 Participants -- 9.3.3 Instructional Differences Across Semesters -- 9.3.4 Data Sources -- 9.3.5 Data Analysis -- 9.3.6 Researcher Positioning -- 9.3.7 Limitations -- 9.4 Findings -- 9.4.1 Learning Language Knowledge -- 9.4.2 Demonstrating Language Knowledge -- 9.4.3 Making Mistakes -- 9.4.4 Increasing Critical Talk -- 9.5 Discussion -- 9.6 Conclusion -- References -- 10 The Underground Railroad Doesn't Run Underground: Tackling Metaphors in the Social Studies Classroom -- 10.1 Introduction -- 10.2 Literature Review -- 10.2.1 Pedagogical Language Knowledge (PLK) -- 10.2.2 The Language of Social Studies as Culturally and Linguistically Responsive -- 10.2.3 Systemic Functional Linguistics and Teacher Noticing -- 10.3 Methodology -- 10.4 Findings -- 10.4.1 Missed Linguistic Opportunities -- 10.4.2 Application to Practice -- 10.5 Implications -- References.
11 Thinking and Talking Like a Geographer: Teachers' Use of Dialogic Talk for Engaging Students with Multimodal Data in the Geography Classroom -- 11.1 Introduction -- 11.1.1 Disciplinary Literacy and Knowledge Construction -- 11.1.2 Dialogic Talk and Knowledge Construction -- 11.2 Research Context and Methodology -- 11.3 Findings and Implications for Pedagogy -- 11.3.1 Building Routines for Decoding Multimodal Data -- 11.3.2 Building Routines for Independent Specification of Evidence from Data -- 11.3.3 Recasting Data to Construct Geographical Explanations -- 11.3.4 Increased Engagement and Student Input -- 11.4 Conclusion -- References -- 12 Commentary: What Do We Mean by "Language"? And Other Key Questions Related to Building a Language-Related Knowledge Base for Teachers -- 12.1 What is the Primary Goal of a Language-Related Knowledge Base for Content Teaching? -- 12.1.1 Teach Teachers to Analyze Functional Grammar with Their Students -- 12.1.2 Encourage Teachers to Foster Dialogic Student Discussion -- 12.1.3 Prepare Teachers to Engage Students in Interpreting and Producing Multimodal Representations -- 12.2 What Do We Mean by "Language"? -- 12.3 What Do We Know About the Subject Areas that We Are Focusing on, and What Sources Are We Using to Understand the Nature of Language in Each Discipline? -- 12.4 Who Are Our Students, and What Are They Already Able to Do with Their Linguistic (and Other Semiotic) Resources? -- References.
Record Nr. UNINA-9910629297003321
Singapore : , : Springer, , [2022]
Materiale a stampa
Lo trovi qui: Univ. Federico II
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School-university partnerships : innovation in initial teacher education / / Ondine Jayne Bradbury and Daniela Acquaro
School-university partnerships : innovation in initial teacher education / / Ondine Jayne Bradbury and Daniela Acquaro
Autore Bradbury Ondine Jayne
Pubbl/distr/stampa Singapore : , : Springer, , [2022]
Descrizione fisica 1 online resource (160 pages)
Disciplina 378.103
Soggetto topico College-school cooperation
Teachers - Training of - Australia
Educació superior
Formació del professorat
Soggetto genere / forma Llibres electrònics
ISBN 981-19-5057-1
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Intro -- Foreword -- Contents -- Editors and Contributors -- 1 An Introduction to School-University Partnerships-Innovation in Initial Teacher Education -- 1.1 Introduction -- References -- 2 Working Relationally to Bridge the Divide: An Exploration of an Australian School-University Professional Experience Partnership from the Perspectives of Five Stakeholders -- 2.1 Introduction -- 2.2 Literature Review -- 2.3 Situating the Research -- 2.4 Methodology -- 2.5 Voices from the Field -- 2.5.1 Community Conversations -- 2.5.2 Collaboration Between Partners -- 2.5.3 Commitment to the Partnership -- 2.5.4 Connectivity within the Partnership -- 2.5.5 Capabilities and Capacity Building within the Partnership -- 2.6 Conclusion -- References -- 3 Reimagining the School-University Partnership and the Role of the School-Based Professional Experience Coordinator: A New South Wales Case Study -- 3.1 Introduction -- 3.2 Background -- 3.3 ITE Professional Experience-An Enduring Challenge -- 3.4 School-University Partnership Elements of Success -- 3.5 Refocusing the School-University Partnership -- 3.6 Details of the NSW Partnership-The HUB Schools Program -- 3.7 The Role of the Professional Experience Coordinator (PEXC) -- 3.8 Methodology -- 3.9 Data Analysis -- 3.10 Discussion of Summarised Findings from the Study -- 3.11 Conclusion -- 3.12 Recommendations -- 3.13 Limitations -- 3.14 Impact of COVID-19 on the Project -- 3.15 Where to Next? -- References -- 4 A Once in a Lifetime Opportunity to Experience 21st Century Teacher Education -- 4.1 Details of the Partnership -- 4.1.1 The Professional Development Schools Model -- 4.1.2 The Partner School Model -- 4.1.3 The Embedded Teacher Formation Experience -- 4.2 Government Support -- 4.3 Goals and Outcomes of the Partnership -- 4.4 Data and Evaluation.
4.4.1 Outcome 1: The Provision of Extended Time on Placement on the Pre-Service teacher's Development -- 4.4.2 Outcome 2: Creating Authentic School Experiences -- 4.4.3 Outcome 3: The Link Between Theory and Practice is Made Evident in the Experience -- 4.4.4 Outcome 4: The Development of Partnerships Between ACU, MACS, Schools and Pre-Service Teachers -- 4.5 Limitations -- 4.6 Conclusion -- References -- 5 Sink or Swim: A Common Induction Program for Pre-service Teachers -- 5.1 Introduction -- 5.2 Sinking or Swimming -- 5.3 Developing a Common Process -- 5.3.1 The Role Statement -- 5.3.2 The Induction Process -- 5.3.3 The Pre-Placement Orientation Induction Meeting -- 5.4 A Meeting with Their Mentor Teacher -- 5.4.1 The Induction Package -- 5.4.2 The First Day at the School -- 5.4.3 During the Placement -- 5.4.4 Post Placement -- 5.5 Swimming Not Sinking -- 5.6 Conclusion -- References -- 6 Partner Perspectives Matter: Lessons Learnt When Navigating Continued Pre-service Teacher Placements During Disruption -- 6.1 Literature Review -- 6.1.1 Quality Partnerships and Placements -- 6.1.2 Student Perceptions of Placement -- 6.1.3 COVID-19 and Disrupted Placements -- 6.2 Positioning the Study's Research Approach -- 6.3 Contrasting Perspectives -- 6.3.1 Placement Expectations -- 6.3.2 Adherence to Regulatory Requirements -- 6.3.3 Mutually Beneficial Partnerships -- 6.3.4 Placement context -- 6.3.5 Partner Sustainability -- 6.3.6 The Biggest Learning -- References -- 7 "We're in It for the Long Haul": Connection, Generation and Transformation Through a School-University Partnership -- 7.1 Introduction -- 7.2 Literature Review -- 7.3 Theory-practice Nexus -- 7.4 Practice Architecture -- 7.5 Transformational and Transactional Partnerships -- 7.5.1 Transactional Partnerships -- 7.5.2 Transformational Partnerships.
7.6 The Partnerships - Backgrounds and Context -- 7.6.1 University Partner -- 7.6.2 School Contexts -- 7.6.3 Mutually Achievable Goals -- 7.7 In the Beginning … -- 7.8 Partnerships with Discovery College and Explorer College -- 7.9 Reciprocal Aims and Goals -- 7.9.1 Professional Learning Communities -- 7.10 Methodology -- 7.11 Interviews with Teachers -- 7.12 Long Haul Partnerships Model -- 7.13 Activities Developed by the Partnership -- 7.14 Discussion -- 7.15 Practice Architecture -- 7.15.1 Cultural-Discursive Domain -- 7.15.2 Material-Economic Domain -- 7.15.3 Social-Political Domain -- 7.16 Conclusion -- References -- 8 Value of Mentor Professional Learning Through a Digital Micro-Credential in a School-University Partnership -- 8.1 Introduction -- 8.2 Literature Review -- 8.2.1 Defining School-University Partnerships -- 8.2.2 What are Digital Micro-Credentials? -- 8.2.3 How Can Micro-Credentials Play a Role in Continuing Professional Education? -- 8.3 Research Methods -- 8.3.1 Case Study -- 8.3.2 Aspirations for the Continuing Professional Learning for Mentors Teachers in Phase 3 -- 8.4 Reflective Narrative Analysis and Findings -- 8.4.1 Personal, Professional Learning and Connecting it to Improve Practice -- 8.4.2 Connecting Personal Professional Learning Within School Community -- 8.4.3 Mentors Supporting Pre-Service Teachers Better -- 8.4.4 Renewal of Professional Growth Informing Practice Across the Partnership -- 8.5 Conclusion -- References -- 9 Perspectives from Academia and School Leadership Boundary Crossing Roles in One Alliance School-University Partnership -- 9.1 Background -- 9.2 Supporting Literature -- 9.2.1 Communities of Practice -- 9.2.2 Boundary Crossing Roles in School-University Partnerships -- 9.3 Research Design -- 9.3.1 Qualitative Case Study -- 9.4 The Cases.
9.4.1 Jill's Case: A Mathematics Teacher Educator New to the Ashwood Alliance -- 9.4.2 Julie's Case: Long-Term Academic Mentor and Partnership Advocate -- 9.4.3 Brett's Case: Principal Class Working in Alignment with the Alliance -- 9.5 Unpacking the Cases -- 9.5.1 The Identity Formation in Boundary Crossing Roles Within School-University Partnerships -- 9.5.2 Disruption-Leading to Improved Practice -- 9.5.3 Transformation and Innovation Within the Ashwood Alliance -- 9.6 Discussion -- 9.6.1 The Importance and Impact of Boundary Crossing and Boundary Objects -- 9.6.2 Future Design Considerations for the Ashwood Alliance -- 9.7 Limitations -- 9.8 Conclusion -- References -- 10 Concluding Thoughts and Future Considerations on Innovation in School-University Partnerships in Initial Teacher Education -- 10.1 Drawing Together the Key Themes of the Book -- 10.2 Future Considerations on Innovation in School-University Partnerships -- References.
Record Nr. UNINA-9910624386803321
Bradbury Ondine Jayne  
Singapore : , : Springer, , [2022]
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Lo trovi qui: Univ. Federico II
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Science Education and Teacher Professional Development [[electronic resource] ] : Combining Learning with Research / / by Elizabeth A. C. Rushton
Science Education and Teacher Professional Development [[electronic resource] ] : Combining Learning with Research / / by Elizabeth A. C. Rushton
Autore Rushton Elizabeth A. C.
Edizione [1st ed. 2021.]
Pubbl/distr/stampa Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2021
Descrizione fisica 1 online resource (xxi, 256 pages)
Disciplina 507.1
Collana Palgrave Studies in Alternative Education
Soggetto topico Teachers - Training of
Professional education
Vocational education
Maturation (Psychology)
Science - Study and teaching
Learning, Psychology of
Alternative Education
Teaching and Teacher Education
Professional and Vocational Education
Personal Development
Science Education
Instructional Psychology
Ensenyament científic
Professors de ciències
Formació del professorat
Soggetto genere / forma Llibres electrònics
ISBN 3-030-64107-4
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Chapter 1. Science Education and Teacher Professional Development -- Chapter 2. Science Teacher Identity -- Chapter 3. Research approach, context, methods and results -- Chapter 4. Freedom to teach -- Chapter 5. Re(connection) with science/research -- Chapter 6. Collaboration -- Chapter 7. Professional development -- Chapter 8. Student and societal development through research -- Chapter 9. A model of the teacher scientist identity.
Record Nr. UNINA-9910483232703321
Rushton Elizabeth A. C.  
Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2021
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Self-studies in urban teacher education : preparing U.S. teachers to advance equity and social justice / / Adrian D. Martin, editor
Self-studies in urban teacher education : preparing U.S. teachers to advance equity and social justice / / Adrian D. Martin, editor
Edizione [1st ed. 2022.]
Pubbl/distr/stampa Singapore : , : Springer, , [2022]
Descrizione fisica 1 online resource (xii, 204 pages)
Disciplina 370.19348
Collana Self-Study of Teaching and Teacher Education Practices
Soggetto topico Teachers - Training of - United States
Formació del professorat
Justícia social
Soggetto genere / forma Llibres electrònics
ISBN 9789811954306
9789811954290
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto 1. Self-Studies in Urban Teacher Education: An Introduction -- Part I. Preparing Teacher Educators and Teachers for Urban Education Contexts -- 2. Collectively Caring: Co-Creating a Critical Feminist Community of Justice-Oriented Teacher Educators -- 3. Tourist Teachers and Layers of Colonization: Lessons from New Mexico -- 4. How Do We Praxis? Becoming Teachers of Diverse Learners in Urban Environments -- Part II. Race, Culture, and Urban Teacher Education -- 5. Teaching Black: Common Eyes All See the Same -- 6. Who gets to ask “Does race belong in every course?”: Staying in the anguish as White teacher educators -- Part III. The Academic Content Areas and Urban Teacher Education -- 7. A self-study in PreK-4 science teacher preparation: Supporting teacher candidates’ professional development and critical consciousness using science as the context -- 8. A Closer Look at Equitable Outcomes: A Self-Study in Urban Mathematics Teacher Education -- Part IV. Rethinking the Boundaries of Online, Rural, and Urban Teacher Education -- 9. Reimagining My Self-in-Practice: Relational Teacher Education in a Remote Setting -- 10. Not to Simply Intervene, but to Enact the Between: Urban Teacher Education as an Intra-Active Process -- 11. Materiality, Affect, and Diverse Educational Settings: A Collaborative Inquiry Between Urban and Rural Teacher Educators.
Record Nr. UNINA-9910595050403321
Singapore : , : Springer, , [2022]
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Soft systems methodology in education : applying a critical realist approach to research on teacher education / / Jenny Gilbert and Simon Pratt-Adams
Soft systems methodology in education : applying a critical realist approach to research on teacher education / / Jenny Gilbert and Simon Pratt-Adams
Autore Gilbert Jenny
Pubbl/distr/stampa Cham, Switzerland : , : Springer, , [2022]
Descrizione fisica 1 online resource (396 pages)
Disciplina 149.2
Soggetto topico Critical realism
System theory
Teachers - Training of - Philosophy
Formació del professorat
Filosofia de l'educació
Teoria de sistemes
Soggetto genere / forma Llibres electrònics
ISBN 3-030-99225-X
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Record Nr. UNINA-9910568284803321
Gilbert Jenny  
Cham, Switzerland : , : Springer, , [2022]
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Lo trovi qui: Univ. Federico II
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Teacher education for critical and reflexive interculturality / / Fred Dervin, Andreas Jacobsson
Teacher education for critical and reflexive interculturality / / Fred Dervin, Andreas Jacobsson
Autore Dervin Fred <1974->
Pubbl/distr/stampa Cham, Switzerland : , : Palgrave Macmillan, , [2021]
Descrizione fisica 1 online resource (163 pages)
Disciplina 370.711
Soggetto topico Teachers - Training of
Formació del professorat
Soggetto genere / forma Llibres electrònics
ISBN 3-030-66337-X
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Record Nr. UNINA-9910483016603321
Dervin Fred <1974->  
Cham, Switzerland : , : Palgrave Macmillan, , [2021]
Materiale a stampa
Lo trovi qui: Univ. Federico II
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Teacher education policy and research : global perspectives / / Diane Mayer, editor
Teacher education policy and research : global perspectives / / Diane Mayer, editor
Pubbl/distr/stampa Singapore : , : Springer, , [2021]
Descrizione fisica 1 online resource (vii, 223 pages)
Disciplina 895.609162
Soggetto topico Teachers - Training of
Teachers - Training of - Research
Formació del professorat
Soggetto genere / forma Llibres electrònics
ISBN 981-16-3775-X
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Intro -- Contents -- Editor and Contributors -- 1 Teacher Education Policy and Research: An Introduction -- Introduction -- Teacher Education Policy -- Teacher Education Policy and Notions of Professionalism -- Teacher Education Research and Policy -- The Contribution of This Book -- References -- 2 Teacher Education/ors in Australia: Still Shaping the Profession Despite Policy Intervention -- Introduction -- Background -- Pathways into Initial Teacher Education -- Policies Influencing Initial Teacher Education in Australia (2008-2020) -- Preparing a Profession -- National Agenda Setting -- Promoting National Excellence in Initial Teacher Education -- Developing a National Vision -- Discussion -- Postscript -- References -- 3 A Critical Examination of the Conception of Teacher Professionalism Enacted in Current Teacher Education Policy in Flanders (Belgium) -- Introduction -- The Context of the Decree of 2018 -- A Sketch of Three Decades of Reform -- The Decree of 2018 -- The Discourse of Teacher Professionalism Enacted in Current Policy Legislation -- Premise 1: Professionalism is a Quality Acquired, Possessed and Performed by Individual Teachers -- Premise 2: Professionalism Is Knowing and Performing What 'What Works' -- Premise 3: Professionalism can be Mapped and Checked -- Discussion -- References -- 4 Teaching and Teacher Education for a Post-pandemic Canada: Context, Crisis, Critique and Complication -- Context -- Crisis -- Critique -- Global-Local: Scaling Back Democracy -- School-Society: Responsibilizing the Teacher -- Research-Practice: Patrolling Boundaries -- Margin-Centre: Settling Differences -- Complication -- References -- 5 The Complex Policy Landscape of Initial Teacher Education in England: What's the Problem Represented to Be? -- Introduction -- The Context of Initial Education or Training In England.
Overview of Recent ITE Policy Development in England -- What's the Problem (of ITE in England) Represented to Be? -- What Presuppositions or Assumptions Underpin This Representation of the 'Problem'? -- How Has This Representation of the 'Problem' Come About? -- What Is Left Unproblematic in This Problem Representation? Can the 'Problem' Be Thought About Differently? -- What Effects Are Produced by This Representation of the 'Problem'? -- How/Where Has This Representation of the 'Problem' Been Produced, Disseminated and Defended? -- Conclusions -- References -- 6 Analyzing Practice, Research, and Accountability Turns in Finnish Academic Teacher Education -- Introduction -- Finnish Teacher Education: Key Characteristics -- Turns in Teacher Education: Practice, Research, and Accountability -- The Practice Turn in Finnish Teacher Education -- The University/Research Turn in Finnish Teacher Education -- The Accountability Turn in Finnish Teacher Education -- Discussion -- References -- 7 Preparing High Quality Teacher Education Graduates in an Era of Unprecedented Uncertainties: The Case of Hong Kong -- Introduction -- Pathways to Becoming Kindergarten, Primary and Secondary School Teachers in Hong Kong -- Full-Time ITE Programmes -- Part-Time ITE Programmes -- Teacher Policy Context: T-Standard+ and Training Requirements for Newly-Joined Teachers -- Preparing High Quality ITE Graduates: The Case of an Undergraduate ITE Programme in the EdUHK -- Professional Excellence -- Ethical Responsibility -- Innovation -- An Era of Unprecedented Uncertainties -- The Outbreak of COVID-19 -- Major Socio-Political Issues in Hong Kong -- Professional Competence and Teacher Buoyancy in an Era of Unprecedented Uncertainties -- Demands on New Professional Knowledge -- Third Hybrid Spaces in ITE and Communicative Safe Spaces -- Teacher Buoyancy -- References.
8 Quality Under Pressure in Dutch Teacher Education -- Introduction -- Context -- Teacher Education in the Netherlands -- Dutch Society -- Dutch Schools as a Work Environment -- The Position of Teacher Educators in the Netherlands -- Research on Teacher Education -- Current Policies -- Policy Measure: Attract second-Career Teachers -- Policy Measure: Develop Career Tracks in Teaching -- Policy Measure: "Stacking" of Teaching Qualifications -- Analysis -- Lessons to be Learned and Ways Forward -- References -- 9 Teacher Education Policy in Aotearoa New Zealand: Global Trends Meet Local Imperatives -- Quality Teaching in Aotearoa New Zealand -- New Policy in Initial Teacher Education -- Our Code, Our Standards (Teaching Council 2017). -- ITE Programme Approval, Monitoring and Review Requirements (Teaching Council 2019) -- Local and International Influences on ITE Policy -- Evidence of Contextual Influences on Aotearoa New Zealand ITE Policy -- Evidence of International Policy Influences on Aotearoa New Zealand ITE Policy -- Responding to the Policies: Research Into How Ite Programmes Respond to Te Tiriti O Waitangi and Racism -- Conclusions -- References -- 10 Teacher Education in Northern Ireland: Policy, Practice and Pragmatism -- Introduction -- Teacher Education Courses -- Reviews of Teacher Education -- Educational Research -- Teacher Education During the Pandemic-Pragmatics and Lasting Impacts? -- Conclusion -- References -- 11 Educating Teachers in the Post-Bologna Context in Portugal: Lessons Learned and Remaining Challenges -- Introduction -- A Snapshot of the Teaching Profession In Portugal: From a Teacher Surplus to the Urgency to Attract More Entrants to the Profession -- Teacher Education and the Policy Context: The Recognition of the Continuum? -- The Bologna Process and the Restructuring of Initial Teacher Education Programmes.
Lessons Learned and Remaining Challenges -- The Adoption of a Research Stance is Positive But Also Controversial -- An Inquiry-Based Approach to Teacher Education Entails More Expansive and Sophisticated Roles for Supervisors and Mentors -- The Collaborative Dimension of Professional Learning Needs to Be Enhanced -- Engaging in Joint Work to Develop a Scholarship of Teacher Education Is Both Rewarding and Challenging -- The Ethical, Social and Cultural Dimension of Teaching Needs Further Attention -- Explicit Pedagogies for Identity Development in ITE Are Crucial in the Process of Learning to Teach -- Conclusions -- References -- 12 Measuring Quality in Initial Teacher Education in Scotland: A Context-Specific Endeavour -- Introduction -- The MQuITE Project -- ITE in Scotland: A Brief History -- Conceptualising 'Measuring Quality' in ITE -- The MQuITE Framework -- Some 'Scotified' Measures of Quality in ITE -- Foreign Language Preparedness -- Career Intention -- No 'Final' Report: The ongoing impact of MQuITE -- References -- 13 Teacher Education in the United States of America: An Overview of the Policies, Pathways, Issues and Relevant Research -- Background -- Policy Initiatives and Their Impact on U.S. Teacher Education -- National Board for Professional Teaching Standards -- Common Core State Standards -- The No Child Left Behind Act -- The Elementary and Secondary Education Act -- An Attempt at Federal Regulation of Teacher Education Providers -- The Teacher Education Report Card: Title II of the Higher Education Act -- The System of Teacher Education in the U.S. -- Higher Education Based Teacher Preparation -- Alternative Routes -- Other Pathways -- Teacher Professional and Career Development -- Current Issues in Teacher Education in the U.S. -- Accountability -- Professional Fragmentation of The Field -- Recruitment and Retention.
Disjointed Nature of Teacher Preparation, Induction and Development -- Production of Knowledge in, for, and About the Profession -- References -- 14 A Research Informed Approach to Initial Teacher Education in Wales: Intentions, Examples and Reflections -- Introduction. -- Research Informed Practice -- Policy Context -- Research Informed Teacher Education in Wales -- Coda -- References -- 15 Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching -- Introduction -- Teacher Education Policy Across the 13 Nations -- Teacher Education is in the Spotlight -- Constructing the Teaching Professional -- Constructing Teacher Education Professionalism -- Future Possibilities and Opportunities for Teacher Education Research -- Equity and Preparing Teachers for Work Within Contexts of Super-Diversity -- and Early Career Teaching -- Teacher Education Research -- Equity and Preparing Teachers for Work Within Contexts of Super-Diversity -- Early Career Teaching -- Classroom Readiness is Not the Destination -- Early Career Attrition and 'Preparedness' -- Conclusion -- References.
Record Nr. UNINA-9910495206403321
Singapore : , : Springer, , [2021]
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Lo trovi qui: Univ. Federico II
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Teacher Education Policy in China [[electronic resource] ] : Background, Ideas, and Implications / / by Eryong Xue, Jian Li
Teacher Education Policy in China [[electronic resource] ] : Background, Ideas, and Implications / / by Eryong Xue, Jian Li
Autore Xue Eryong
Edizione [1st ed. 2021.]
Pubbl/distr/stampa Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2021
Descrizione fisica 1 online resource (142 pages)
Disciplina 370.71
Collana Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices
Soggetto topico Teachers - Training of
Education and state
Teaching and Teacher Education
Educational Policy and Politics
Formació del professorat
Soggetto genere / forma Llibres electrònics
ISBN 981-16-2366-X
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Teacher Exchange and Rotation Policy -- The background of Teacher Exchange and Rotation Policy -- The Literature Review of Teacher Exchange and Rotation Policy -- The Implementation of Teacher Exchange and Rotation Policy -- Teacher Policy in the Perspective of China’s alleviation on Education Poverty -- Teacher Policy in the Perspective of China’s Alleviation of Education Poverty -- Literature Review -- An historical perspective -- The Trends and Suggestions -- Balanced Allocation Policy of Teachers in Chinese Urban and Rural areas -- Backgrounds and Overview -- Problems and Suggestions -- The implementation effect evaluation of the free/public normal university student policy in China -- Studies and Policies -- Decision-making process -- The Perspective of the Road Map.
Record Nr. UNINA-9910483995803321
Xue Eryong  
Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2021
Materiale a stampa
Lo trovi qui: Univ. Federico II
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