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A Companion to Research in Teacher Education [[electronic resource] /] / edited by Michael A. Peters, Bronwen Cowie, Ian Menter
| A Companion to Research in Teacher Education [[electronic resource] /] / edited by Michael A. Peters, Bronwen Cowie, Ian Menter |
| Edizione | [1st ed. 2017.] |
| Pubbl/distr/stampa | Singapore : , : Springer Singapore : , : Imprint : Springer, , 2017 |
| Descrizione fisica | 1 online resource (XIX, 850 p. 33 illus.) |
| Disciplina | 370.711 |
| Soggetto topico |
Teaching
Professional education Vocational education Formació professional Educational policy Education and state International education Política educativa Educació comparada Comparative education Teaching and Teacher Education Professional & Vocational Education Educational Policy and Politics International and Comparative Education |
| ISBN | 981-10-4075-3 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1 Introduction -- Section 1 Becoming a Teacher: Teacher Education and Professionalism -- 2 Developing the thoughtful practitioner -- 3 Variations in the Conditions for Teachers' Professional Learning and Development: Teacher Development, Retention and Renewal over a Career -- 4 Clinical Praxis Exams: Linking Academic Study with Professional Practice Knowledge -- 5 A role of doing philosophy in a Humanistic approach to teacher education -- 6 The development of accomplished teaching -- Section 2 Initial Teacher Education -- 7 Towards a principled approach for school-based teacher educators: Lessons from research -- 8 The Strathclyde Literacy Clinic: Developing student teacher values, knowledge and identity as inclusive practitioners -- 9 You teach who you are until the Government comes to Class: A study of 28 Literacy teacher educators in four countries -- 10 Clinical Practice in Education: Towards a Conceptual Framework -- 11 Initial Teacher Education in Ireland: A Case Study -- 12 Doing harm to educational knowledge: The struggle over teacher education in Sweden and Norway -- 13 The pre-service education of disability pedagogues in Norway: Maximising social pedagogic ambition -- Section 3 Teacher Education, Partnerships and Collaboration -- 14 Repositioning, embodiment and the experimental space: Refiguring student-teacher partnerships in teacher education -- 15 Redesigning Authentic Collaborative Practicum Partnerships: Learnings from case studies form two New Zealand Universities -- 16 Researching the intersection of program supervision and field placements: Interactional Ethnographic telling cases of reflexive decision-making process -- 17 Networked teaching and learning for life-long professional development -- 18 Teacher agency and professional learning communities: What can learning rounds in Scotland teach us? -- 19 Supporting mentoring and assessment in practicum settings: A new professional development approach for school-based teacher educators -- 20 The possibilities for practitioner and organizational learning offered by a school-university research partnership -- 21 A QUEST for sustainable continuing professional development -- Section 4 Global Education Reform and Teacher Education -- 22 Teachers, curriculum and the neoliberal imaginary of education -- 23 Re-casting teacher effectiveness approaches to teacher education -- 24 The paradox of teacher agency in a glocalised world -- 25 The Marketization of Teacher Education: Threat or Opportunity? -- 26 Postfeminist Educational Media Panics, Girl Power and the Problem/Promise of 'Successful Girls' -- 27 Helping teachers and school leaders to become extra-critical of global education reform -- Section 5 Teacher Education as a Public Good -- 28 Quality of Education and the Poor: Constraints on Learning -- 29 The Future of Teacher Education: Evidence, Competence or Wisdom? -- 30 Attracting, preparing and retaining teachers in high need areas: A science as inquiry model of teacher education -- 31 Teacher education, research and migrant children -- 32 Reforming teacher education in England: 'An economy of discourses of truth' -- 33 Teacher educators' responsibility to prepare candidates for classroom realities -- 34 Complexity and Learning: Implications for Teacher Education -- 35 The prevailing logic of teacher education: Privileging the practical in Australia, England and Scotland -- Section 6 Research, Institutional Evaluation and Evidence-based Research -- 36 On the role of philosophical work in research in teacher education -- 37 Relational Expertise: A cultural-historical approach to teacher education -- 38 Researching teacher education policy: A case study from Scotland -- 39 Researching practice as education and reform -- 40 Representing teaching within high-stakes teacher performance assessments -- 41 Research and the undermining of teacher education -- 42 The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education -- 43 The place of research in teacher education? An analysis of the Australian Teacher Education Ministerial Advisory Group report Action Now: Classroom Ready Teachers -- 44 Educating the educators: Policies and initiatives in European teacher education -- 45 Making connections in the UK and Australia: Research, teacher education and educational improvement -- Section 7 Pedagogy in Action -- 46 'If I could not make a difference why would I be a teacher?' Teaching English as an Additional Language and the quest for social justice -- 47 Imperatives for Teacher Education: Findings from Studies of Effective Teaching and English Language Learners -- 48 University coursework and school experience: The challenge to amalgamate learning -- 49 Co-configuring Design Elements and Quality Aspects in Teacher Education: A Research Agenda -- 50 Theorising teacher practice with technology: Implications for teacher education research -- 51 Capturing Science PCK through Students' experiences -- 52 Teacher sense-making in school based curriculum development through critical collaborative professional enquiry -- 53 Flows of knowledge in teaching teams: A collaborative approach to research in early childhood education -- 54 Conquering content: A key to promoting self-efficacy in primary science teaching -- 55 Mentoring of Newly Qualified Teachers in the Educational Sense -- 56 Building Teacher Confidence in Inquiry and Assessment: Experiences from a pan-European collaboration. |
| Record Nr. | UNINA-9910255114703321 |
| Singapore : , : Springer Singapore : , : Imprint : Springer, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Formative Assessment and Science Education [[electronic resource] /] / by Beverley Bell, Bronwen Cowie
| Formative Assessment and Science Education [[electronic resource] /] / by Beverley Bell, Bronwen Cowie |
| Autore | Bell Beverley |
| Pubbl/distr/stampa | Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2001 |
| Descrizione fisica | 1 online resource (154 p.) |
| Disciplina | 507/.1/093 |
| Collana | Science & Technology Education Library |
| Soggetto topico |
Education
Science education Assessment Science Education Assessment, Testing and Evaluation Learning & Instruction Education, general |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-280-20775-2
9786610207756 0-306-47227-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | A Review of the Relevant Literature -- A Case Study of Formative Assessment -- The Characteristics of Formative Assessment -- A Model of Formative Assessment -- Cameos of Formative Assessment -- Learning and Formative Assessment -- Doing Formative Assessment. |
| Record Nr. | UNINA-9910454804103321 |
Bell Beverley
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| Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2001 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Formative Assessment and Science Education [[electronic resource] /] / by Beverley Bell, Bronwen Cowie
| Formative Assessment and Science Education [[electronic resource] /] / by Beverley Bell, Bronwen Cowie |
| Autore | Bell Beverley |
| Pubbl/distr/stampa | Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2001 |
| Descrizione fisica | 1 online resource (154 p.) |
| Disciplina | 507/.1/093 |
| Collana | Science & Technology Education Library |
| Soggetto topico |
Education
Science education Assessment Science Education Assessment, Testing and Evaluation Learning & Instruction Education, general |
| ISBN |
1-280-20775-2
9786610207756 0-306-47227-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | A Review of the Relevant Literature -- A Case Study of Formative Assessment -- The Characteristics of Formative Assessment -- A Model of Formative Assessment -- Cameos of Formative Assessment -- Learning and Formative Assessment -- Doing Formative Assessment. |
| Record Nr. | UNINA-9910780046503321 |
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Bell Beverley
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| Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2001 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Formative Assessment and Science Education [[electronic resource] /] / by Beverley Bell, Bronwen Cowie
| Formative Assessment and Science Education [[electronic resource] /] / by Beverley Bell, Bronwen Cowie |
| Autore | Bell Beverley |
| Pubbl/distr/stampa | Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2001 |
| Descrizione fisica | 1 online resource (154 p.) |
| Disciplina | 507/.1/093 |
| Collana | Science & Technology Education Library |
| Soggetto topico |
Education
Science education Assessment Science Education Assessment, Testing and Evaluation Learning & Instruction Education, general |
| ISBN |
1-280-20775-2
9786610207756 0-306-47227-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | A Review of the Relevant Literature -- A Case Study of Formative Assessment -- The Characteristics of Formative Assessment -- A Model of Formative Assessment -- Cameos of Formative Assessment -- Learning and Formative Assessment -- Doing Formative Assessment. |
| Record Nr. | UNINA-9910812247003321 |
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Bell Beverley
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| Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2001 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Learning to Assess : Cultivating Assessment Capacity in Teacher Education
| Learning to Assess : Cultivating Assessment Capacity in Teacher Education |
| Autore | DeLuca Christopher |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Singapore : , : Springer Singapore Pte. Limited, , 2024 |
| Descrizione fisica | 1 online resource (181 pages) |
| Disciplina | 371.26 |
| Altri autori (Persone) |
WillisJill
CowieBronwen HarrisonChristine CoombsAndrew |
| Collana | Teacher Education, Learning Innovation and Accountability Series |
| ISBN | 981-9961-99-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Assessment Capacity as Personal Professionalism Practiced in Dialogue with Students -- Assessment Capacity and the Functions of Assessment in Teacher Education -- Gatekeeping -- Exposure to Assessment: Modelling by Teacher Educators -- Specific Courses in Assessment -- Assessment Capacity in Relation to Other Assessment Discourses -- Conclusion -- References -- Contents -- About the Authors -- 1 Cultivating Teacher Assessment Capacity -- 1.1 Addressing the Challenge of Assessment Education -- 1.2 What Do We Mean by Capacity? -- 1.3 Drawing on Bernstein to Think the Unthinkable -- 1.4 Developing Our Framework: Listening to Teachers as They Learn to Assess -- 1.5 Conclusion -- References -- 2 The Landscape of Assessment Education -- 2.1 Bernsteinian Perspective on the Assessment Landscape -- 2.2 Mapping Similarities in Assessment Education Across Four Countries -- 2.2.1 Assessment Is Strongly Framed Through Shared Education Foundations -- 2.2.2 Assessment Is Strongly Framed by International Policies -- 2.2.3 Assessment as Weakly Framed in Response to Student Voice and Student Agency -- 2.2.4 Assessment Education Framing Is Occurring Within and Beyond Teacher Education -- 2.3 Mapping Differences Between Assessment Education Policy Contexts -- 2.3.1 England -- 2.3.2 Australia -- 2.3.3 Canada -- 2.3.4 New Zealand -- 2.4 Differences in the Classification and Framing of Assessment Education -- 2.5 Assessment Education Curriculum: Complex, Ever-Changing Decisions -- 2.5.1 Conversations Across Contexts as Stories of Possibility -- References -- 3 The Constellation of Assessment Capacity Discourses -- 3.1 Assessment Learning Discourses -- 3.1.1 Assessment Competence and Assessment Literacy: Foundational Discourses -- 3.1.2 Competence Versus Literacy: A Narrow Distinction -- 3.1.3 Assessment Capability: A Marked Shift.
3.1.4 Assessment Identity: A Turn Towards the Personal -- 3.2 From Competence to Identity -- 3.3 Towards Assessment Capacity -- References -- 4 Epistemic Assessment Capacity -- 4.1 What Is Epistemic Assessment Capacity? -- 4.2 Preservice Teachers' Epistemic Learning Experiences -- 4.2.1 Awareness of Knowledge, Learning, and Assessment Concepts and How They Change -- 4.2.2 Awareness of Disciplinary Orientations -- 4.2.3 Exploring Epistemic Awareness, Curiosity, and Flexibility -- 4.3 Developing Epistemic Assessment Capacity in Teacher Education -- 4.4 Conclusion -- References -- 5 Embodied Assessment Capacity -- 5.1 What Is Embodied Assessment Capacity? -- 5.2 Preservice Teachers' Embodied Learning Experiences -- 5.2.1 Awareness That Assessment Is an Emotional Rollercoaster -- 5.2.2 Embodied Assessment Occurs In Situ with Materials and Spaces -- 5.2.3 Learning to Manage Competing Demands Through Reflexive Agency -- 5.3 Developing Embodied Assessment Capacity in Initial Teacher Education -- 5.4 Conclusion -- References -- 6 Ethical Assessment Capacity -- 6.1 What Is Ethical Assessment Capacity? -- 6.1.1 What Is Being Valued in Assessment? -- 6.1.2 Assessment as Identity Work -- 6.1.3 Being Critically Aware of How Assessment Contributes to Broader Ideas of Social Justice -- 6.2 Developing Ethical Assessment Capacity in Initial Teacher Education -- 6.3 Conclusion -- References -- 7 Experiential Assessment Capacity -- 7.1 What Is Experiential Assessment Capacity? -- 7.1.1 Assessment Experiences and Events as a Student -- 7.1.2 Assessment Experiences and Events Within Preservice Teacher Programmes -- 7.1.3 Assessment Experiences and Events Within Schools -- 7.2 Preservice Teachers' Experiential Assessment Capacity -- 7.3 Developing Experiential Assessment Capacity in Initial Teacher Education -- 7.4 Conclusion -- References -- 8 Learning to Assess. 8.1 Thinking the Unthinkable: The Assessment Capacity Framework -- 8.1.1 Interconnections -- 8.2 Developing Assessment Capacity: Direction for Teacher Education -- 8.3 Assessment That Will Be -- References. |
| Record Nr. | UNINA-9910799241403321 |
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DeLuca Christopher
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| Singapore : , : Springer Singapore Pte. Limited, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Realising Innovative Partnerships in Educational Research [[electronic resource] ] : Theories and Methodologies for Collaboration / / edited by Rachel McNae, Bronwen Cowie
| Realising Innovative Partnerships in Educational Research [[electronic resource] ] : Theories and Methodologies for Collaboration / / edited by Rachel McNae, Bronwen Cowie |
| Edizione | [1st ed. 2017.] |
| Pubbl/distr/stampa | Rotterdam : , : SensePublishers : , : Imprint : SensePublishers, , 2017 |
| Descrizione fisica | 1 online resource (309 pages) |
| Disciplina | 370.72 |
| Collana | Educational Partnerships and Collaborations |
| Soggetto topico |
Education
Education, general |
| ISBN | 94-6351-062-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Preliminary Material / Rachel McNae and Bronwen Cowie -- Introduction / Rachel McNae -- ‘It’s Cool, People Your Same Age Being in Charge of You’ / Emily Nelson -- Research with Children / Kathryn Hawkes -- Developing Inclusive Practices / Maria Kecskemeti , Carol Hamilton and Ashlie Brink -- Partnership among Multicultural Peers in the Scholarship of Teaching and Learning / Vishalache Balakrishnan and Lise Claiborne -- Section Commentary / Dana Mitra -- Introduction / Beverley Cooper -- Teacher-Researcher Partnerships / Brenda Bicknell and Jenny Young-Loveridge -- Blurring the Boundaries / Sashi Sharma -- Rethinking the Associate Teacher and Pre-Service Teacher Relationship / Donella Cobb and Ann Harlow -- Research as a Catalyst for Cross-Disciplinary Partnerships amongst University Lecturers / E. Marcia Johnson , Elaine Khoo and Mira Peter -- Section Commentary / Catherine H. Reischl -- Introduction / Bronwen Cowie -- Sharing at Kaipaki School / Dianne Forbes and Steve Dunsmore -- A School-Researcher Partnership with Pragmatism at its Core / Anne Hume and Jane Furness -- Culturally Responsive Relationships Promoting Partnerships between Schools and Indigenous Māori Families and Communities / Mere Berryman and Therese Ford -- ‘It’s a Living, Breathing Entity’ / Janette Kelly Marion Dekker , Kathryn Hawkes , Fiona Mackay , Julie Sullivan and Gill Wright -- The ‘Mantle Underground’ / Viv Aitken -- Section Commentary / Coral Campbell -- Introduction / Terry Locke -- Dance on Campus / Karen N. Barbour -- Enhancing Youth Leadership through Community Partnerships / Rachel Hawthorne -- Community Engagement through Continuing Education in a University / Brian Findsen -- Community Partnerships in Sustainability Education Research / Claudio Aguayo and Chris Eames -- Section Commentary / Karen Edge -- Introduction / Roger Moltzen -- A Cross-Cultural Partnership in a Tertiary Setting / Noeline Alcorn -- Finding Places of Connection in an Inter-University Partnership / Jenny Ferrier-Kerr and Paul Haxton -- An International Tertiary Research Partnership / Nadine Ballam , Sally Peters and Vanessa Paki -- Places and Spaces for Embodiment / Sonja Arndt , Eva Alerby and Susanne Westman -- Section Commentary / Susan Bridges -- Partnership Research / Bronwen Cowie and Rachel McNae. |
| Record Nr. | UNINA-9910255113903321 |
| Rotterdam : , : SensePublishers : , : Imprint : SensePublishers, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Software literacy [[electronic resource] ] : education and beyond / / by Elaine Khoo, Craig Hight, Rob Torrens, Bronwen Cowie
| Software literacy [[electronic resource] ] : education and beyond / / by Elaine Khoo, Craig Hight, Rob Torrens, Bronwen Cowie |
| Autore | Khoo Elaine |
| Edizione | [1st ed. 2017.] |
| Pubbl/distr/stampa | Singapore : , : Springer Singapore : , : Imprint : Springer, , 2017 |
| Descrizione fisica | 1 online resource (XIII, 101 p. 6 illus.) |
| Disciplina | 005.107 |
| Collana | SpringerBriefs in Education |
| Soggetto topico |
Technical education
Educational technology Literacy Learning Instruction Engineering/Technology Education Technology and Digital Education Learning & Instruction |
| ISBN | 981-10-7059-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1 Introduction: Software and other literacies -- Chapter 2 A genealogy of software applications -- Chapter 3 The learning, use and critical understanding of software in Media Studies -- Chapter 4 The learning, use and critical understanding of software in Engineering -- Chapter 5 Comparing the cases: What do they tell us about Software Literacy? -- Chapter 6 Software Literacy: Education and beyond. |
| Record Nr. | UNINA-9910768441003321 |
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Khoo Elaine
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| Singapore : , : Springer Singapore : , : Imprint : Springer, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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