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Theory to Practice in Teacher Education : The Critical Challenge of Translation / / by Christine Grima-Farrell, Tony Loughland, Hoa Thi Mai Nguyen
| Theory to Practice in Teacher Education : The Critical Challenge of Translation / / by Christine Grima-Farrell, Tony Loughland, Hoa Thi Mai Nguyen |
| Autore | Grima-Farrell Christine |
| Edizione | [1st ed. 2019.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2019 |
| Descrizione fisica | 1 online resource (131 pages) |
| Disciplina | 370.711 |
| Collana | SpringerBriefs in Education |
| Soggetto topico |
Teachers - Training of
Professional education Vocational education Education and state Learning, Psychology of Teaching and Teacher Education Professional and Vocational Education Education Policy Instructional Psychology |
| ISBN | 981-329-910-X |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1 Eclectic perspectives and experiences of teacher education unite: Diverse research to practice perspectives -- 2 Researcher and teacher perspectives of ways to reduce the research-practice in teacher education: Implementation Science -- 3 Modes of Translation in Initial Teacher Education: From Normal schools to Hub schools -- 4 The relationship of the developmental discourse of the graduate teacher standards to theory and practice translation via implementation -- 5 Translation to practice: Insights from the stakeholders' experiences in a collaborative model of professional experience -- 6 Collaborative school and university partnerships in preparing teachers for inclusive education: Researcher and teacher perspectives -- 7 The Teacher Performance Assessment: A benchmark for translation? -- 8 Reframing the problematic: From translation to the interaction of theory to practice in teacher education. |
| Record Nr. | UNINA-9910349340903321 |
Grima-Farrell Christine
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| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Work-integrated learning case studies in teacher education : epistemic reflexivity / / edited by Matthew Winslade, Tony Loughland, and Michelle J. Eady
| Work-integrated learning case studies in teacher education : epistemic reflexivity / / edited by Matthew Winslade, Tony Loughland, and Michelle J. Eady |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2023] |
| Descrizione fisica | 1 online resource (394 pages) |
| Disciplina | 895.609162 |
| Soggetto topico |
Teachers - Training of
Formació del professorat |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-19-6532-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Preamble 1 Why is this Text Important? -- Preamble 2 How WIL Changes Graduate Employability in the Context of Education -- SECTION 1 Background and Theoretical Perspectives -- 1 Introduction – Meaning and Purpose -- 2 The Theory of Work Integrated Learning in Teacher Education -- 3 The Importance of Authentic Learning Experiences through WIL Opportunities -- 4 A Systematic Review: Work Integrated Learning and School Partnerships -- SECTION 2 Research -- 5 Supporting the development of highly effective classroom practice -- 6 Growing into the profession: promoting teacher education students’ subjectification through critical reflection whilst on professional experience -- 7 A shared responsibility - Working together to change culture: A fresh take on the university /school partnership approach -- 8 In-school coordinators and mentor teachers roles and responsibilities: A snapshot of current approaches to professional experience in one Australian school -- 9 SECTION 3 Practice -- 10 From Best Practice to Next Practice: Preparing pre-service teachers for innovative, agile learning environments -- 11 Importance of Data on Teaching and Learning (Data days for Pre-service teachers at Cambridge Park High School) -- 12 Supporting Regional and Remote Primary Education Students on WIL Placement Using Video Technology – A Classroom Teacher’s perspective -- 13 Video as a medium for enhancing initial teacher education and professional learning in the area of classroom practice -- 14 The role of the PEXC in transitioning the TES to the profession: Moving beyond a sink or swim discourse -- 15 Developing a model of ‘vertical’ professional mentoring across the teaching continuum: the case of the Burwood Girls HS-UTS PEx Hub partnership -- 16 Examining a collaborative model for PST assessment during a final PEX placement -- 17 The professionalization of the placement coordinator: Practice and potentials -- 18 Creating A Core Subject That Requires Authentic Community Service Learning – Process and Framework -- 19 The School – University partnership: Reciprocity from an academics perspective -- 20 Schools and Universities working together to address the shortage of teachers in rural and remote locations: Supporting metropolitan based students to go bush -- 21 SECTION 4 Partnerships -- School and university perspectives: creating professional development opportunities through WIL -- 22 Building Mentoring Relationships: Sustaining Professional Teacher Capacity -- 23 Why school partnerships are vital for thriving education faculties -- 24 Quality control and professional teaching placements: The “at risk” decision-making, collaborations and support processes -- 25 Supporting Classroom Teachers Who Supervise Education Students on WIL Placements – A Case Study -- 26 Setting up for Success: the Bonnyrigg Heights Public School and the University of Technology Partnership -- 27 Teaching for the Future Professional Partnership: The PEX Hub School Perspective -- 28 Conclusions and synthesis of chapters -- Postscript -- 29 Professional Experience in times of COVID-19. |
| Record Nr. | UNINA-9910637708203321 |
| Singapore : , : Springer, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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