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Study to teach [[electronic resource] ] : a guide to studying in teacher education / / edited by Steve Herne, John Jessel, and Jenny Griffiths
| Study to teach [[electronic resource] ] : a guide to studying in teacher education / / edited by Steve Herne, John Jessel, and Jenny Griffiths |
| Pubbl/distr/stampa | London ; ; New York, : Routledge, 2000 |
| Descrizione fisica | 1 online resource (214 p.) |
| Disciplina | 370/.71 |
| Altri autori (Persone) |
HerneSteve <1950->
JesselJohn GriffithsJenny <1943-> |
| Soggetto topico |
Teachers - Training of
Teaching Learning |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-280-33308-1
0-203-02029-4 0-203-15923-3 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Study to Teach A guide to studying in teacher education; Copyright; Contents; List of Illustrations; List of Contributors; Preface; 1 Study: some guiding principles; Introduction; What do we know about learning?; Constructivism and learning; Making connections; Models, metaphors and analogies; Being an active learner; Deep and surface approaches to learning; Using language; Thinking critically; Metacognition; Postscript; References; 2 Getting to know yourself as a learner; What is learning?; Getting to know yourself as a learner; Strategies for improving your learning; Studying under pressure
ConclusionReferences; 3 Curriculum studies; Introduction; Three contributory disciplines: philosophy, psychology and sociology; Curriculum studies; Models of curriculum; Developments in curriculum studies; Summary; Reference; 4 Developing subject knowledge; Introduction; Content knowledge; Curriculum knowledge; Pedagogical content knowledge; The importance of teachers' educational experiences and attitudes; Constructing our own knowledge as teachers; Summary; References; 5 Strategies and case studies; Introduction: from styles to strategies Auditing subject knowledge: defining the field of knowledgeThe 'tools' in the learning strategies 'kit'; Summary; References; 6 From starting point to fair copy: reading, writing and thinking; Introduction; Clarifying the task; Finding a focus; Talking about progress with tutors or peers; Carrying out classroom-based work; Writing up the fair draft (including referencing); The pains and the pleasures of study: some student conclusions; References; Appendix 6.1; 7 Using information and communications technology; Accessing information and resources: hypertext, CD-ROMs and World Wide Web Learning in hyperspaceWorking at a distance; Wordprocessing; New kinds of authorship; References; 8 Presenting your work orally; Introduction; Structuring your presentation; Preparation; Communicating with your listeners; Conclusion; References; Appendix 8.1; Appendix 8.2; 9 Starting your research project; The context; What do we understand by educational research?; Doing research; Conducting your research - approaches to adopt; Writing up your research; Conclusion; References; 10 Establishing and maintaining professional working relationships; Introduction; Initial Teacher Training (ITT) Those returning to full- or part-time studyConcluding comments; References; 11 Some final comments; References; Name Index; Subject Index |
| Record Nr. | UNINA-9910454981503321 |
| London ; ; New York, : Routledge, 2000 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Study to teach [[electronic resource] ] : a guide to studying in teacher education / / edited by Steve Herne, John Jessel, and Jenny Griffiths
| Study to teach [[electronic resource] ] : a guide to studying in teacher education / / edited by Steve Herne, John Jessel, and Jenny Griffiths |
| Pubbl/distr/stampa | London ; ; New York, : Routledge, 2000 |
| Descrizione fisica | 1 online resource (214 p.) |
| Disciplina | 370/.71 |
| Altri autori (Persone) |
HerneSteve <1950->
JesselJohn GriffithsJenny <1943-> |
| Soggetto topico |
Teachers - Training of
Teaching Learning |
| ISBN |
1-280-33308-1
0-203-02029-4 0-203-15923-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Study to Teach A guide to studying in teacher education; Copyright; Contents; List of Illustrations; List of Contributors; Preface; 1 Study: some guiding principles; Introduction; What do we know about learning?; Constructivism and learning; Making connections; Models, metaphors and analogies; Being an active learner; Deep and surface approaches to learning; Using language; Thinking critically; Metacognition; Postscript; References; 2 Getting to know yourself as a learner; What is learning?; Getting to know yourself as a learner; Strategies for improving your learning; Studying under pressure
ConclusionReferences; 3 Curriculum studies; Introduction; Three contributory disciplines: philosophy, psychology and sociology; Curriculum studies; Models of curriculum; Developments in curriculum studies; Summary; Reference; 4 Developing subject knowledge; Introduction; Content knowledge; Curriculum knowledge; Pedagogical content knowledge; The importance of teachers' educational experiences and attitudes; Constructing our own knowledge as teachers; Summary; References; 5 Strategies and case studies; Introduction: from styles to strategies Auditing subject knowledge: defining the field of knowledgeThe 'tools' in the learning strategies 'kit'; Summary; References; 6 From starting point to fair copy: reading, writing and thinking; Introduction; Clarifying the task; Finding a focus; Talking about progress with tutors or peers; Carrying out classroom-based work; Writing up the fair draft (including referencing); The pains and the pleasures of study: some student conclusions; References; Appendix 6.1; 7 Using information and communications technology; Accessing information and resources: hypertext, CD-ROMs and World Wide Web Learning in hyperspaceWorking at a distance; Wordprocessing; New kinds of authorship; References; 8 Presenting your work orally; Introduction; Structuring your presentation; Preparation; Communicating with your listeners; Conclusion; References; Appendix 8.1; Appendix 8.2; 9 Starting your research project; The context; What do we understand by educational research?; Doing research; Conducting your research - approaches to adopt; Writing up your research; Conclusion; References; 10 Establishing and maintaining professional working relationships; Introduction; Initial Teacher Training (ITT) Those returning to full- or part-time studyConcluding comments; References; 11 Some final comments; References; Name Index; Subject Index |
| Record Nr. | UNINA-9910778862203321 |
| London ; ; New York, : Routledge, 2000 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Study to teach : a guide to studying in teacher education / / edited by Steve Herne, John Jessel, and Jenny Griffiths
| Study to teach : a guide to studying in teacher education / / edited by Steve Herne, John Jessel, and Jenny Griffiths |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | London ; ; New York, : Routledge, 2000 |
| Descrizione fisica | 1 online resource (214 p.) |
| Disciplina | 370/.71 |
| Altri autori (Persone) |
HerneSteve <1950->
JesselJohn GriffithsJenny <1943-> |
| Soggetto topico |
Teachers - Training of
Teaching Learning |
| ISBN |
1-280-33308-1
0-203-02029-4 0-203-15923-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Study to Teach A guide to studying in teacher education; Copyright; Contents; List of Illustrations; List of Contributors; Preface; 1 Study: some guiding principles; Introduction; What do we know about learning?; Constructivism and learning; Making connections; Models, metaphors and analogies; Being an active learner; Deep and surface approaches to learning; Using language; Thinking critically; Metacognition; Postscript; References; 2 Getting to know yourself as a learner; What is learning?; Getting to know yourself as a learner; Strategies for improving your learning; Studying under pressure
ConclusionReferences; 3 Curriculum studies; Introduction; Three contributory disciplines: philosophy, psychology and sociology; Curriculum studies; Models of curriculum; Developments in curriculum studies; Summary; Reference; 4 Developing subject knowledge; Introduction; Content knowledge; Curriculum knowledge; Pedagogical content knowledge; The importance of teachers' educational experiences and attitudes; Constructing our own knowledge as teachers; Summary; References; 5 Strategies and case studies; Introduction: from styles to strategies Auditing subject knowledge: defining the field of knowledgeThe 'tools' in the learning strategies 'kit'; Summary; References; 6 From starting point to fair copy: reading, writing and thinking; Introduction; Clarifying the task; Finding a focus; Talking about progress with tutors or peers; Carrying out classroom-based work; Writing up the fair draft (including referencing); The pains and the pleasures of study: some student conclusions; References; Appendix 6.1; 7 Using information and communications technology; Accessing information and resources: hypertext, CD-ROMs and World Wide Web Learning in hyperspaceWorking at a distance; Wordprocessing; New kinds of authorship; References; 8 Presenting your work orally; Introduction; Structuring your presentation; Preparation; Communicating with your listeners; Conclusion; References; Appendix 8.1; Appendix 8.2; 9 Starting your research project; The context; What do we understand by educational research?; Doing research; Conducting your research - approaches to adopt; Writing up your research; Conclusion; References; 10 Establishing and maintaining professional working relationships; Introduction; Initial Teacher Training (ITT) Those returning to full- or part-time studyConcluding comments; References; 11 Some final comments; References; Name Index; Subject Index |
| Record Nr. | UNINA-9910827487403321 |
| London ; ; New York, : Routledge, 2000 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||