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Career change teachers : bringing work and life experience to the classroom / / Meera Varadharajan, John Buchanan
| Career change teachers : bringing work and life experience to the classroom / / Meera Varadharajan, John Buchanan |
| Autore | Varadharajan Meera |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (232 pages) |
| Disciplina | 929.374 |
| Soggetto topico |
Education
Ensenyament Professors Reorientació professional |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-6038-7 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910506375403321 |
Varadharajan Meera
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| Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Gender, race, and class in the lives of today's teachers : educators at intersections / / Lata Murti, Glenda M. Flores, editors
| Gender, race, and class in the lives of today's teachers : educators at intersections / / Lata Murti, Glenda M. Flores, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (285 pages) |
| Disciplina | 305 |
| Soggetto topico |
Intersectionality (Sociology)
Professors Minories Interseccionalitat (Sociologia) Educació intercultural |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-73551-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910502664403321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Identity and Teacher Professional Development [[electronic resource] ] : A Reflective, Collaborative and Agentive Learning Journey / / by Maria Antonietta Impedovo
| Identity and Teacher Professional Development [[electronic resource] ] : A Reflective, Collaborative and Agentive Learning Journey / / by Maria Antonietta Impedovo |
| Autore | Impedovo Maria Antonietta |
| Edizione | [1st ed. 2021.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021 |
| Descrizione fisica | 1 online resource (xvii, 101 pages) : illustrations |
| Disciplina | 370.711 |
| Collana | SpringerBriefs in Education |
| Soggetto topico |
Teachers - Training of
Professional education Vocational education Maturation (Psychology) Educational psychology Teaching and Teacher Education Professional and Vocational Education Personal Development Educational Psychology Formació del professorat Professors Desenvolupament professional Identitat (Psicologia) |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-71367-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Introduction -- References -- Contents -- 1 Becoming a Teacher: To Be a Teacher -- 1.1 Acquiring a Teacher Professional Identity -- 1.2 Circular Dynamic Between Theory to Teacher Practice -- 1.3 From the Content to the Activity -- 1.3.1 From the Research: French Teacher-Student in Classroom -- 1.3.2 In Practice: The Teacher-Student Master Dissertation -- 1.3.3 The Idea to Explore: The Indirect Method of Instructions -- 1.3.4 Professional Insight: Teacher Standards and Epistemic Synthesis -- References -- 2 Supporting Teacher Professional Development -- 2.1 Reflective Practice -- 2.2 The E-Portfolio as a Boundary Object -- 2.3 The Use of the Digital Video as a Reflective Tool -- 2.4 Developing Research-Inquiry Attitude -- 2.4.1 From the Research: Example of ePortfolios Structure in a University Course -- 2.4.2 In Practice: The Reflexive Methods of Self and Cross Confrontation -- 2.4.3 The Idea in Brief: Becoming a Diffractive Practitioner as More-Than-Reflective Practice -- 2.4.4 Professional Insights: Teacher in Mobility as an Immigrant and as an Allies -- References -- 3 Personal Resources -- 3.1 Activation of Self-Efficacy -- 3.2 Activation of Self- Regulated Learning -- 3.3 Teacher Agency as a Dynamic Resource -- 3.4 Readiness -- 3.4.1 From the Research: Agency After a Master's Course -- 3.4.2 In the Practices: Contemplative Practice in Teacher Education -- 3.4.3 The Idea in Brief: Funds of Knowledge and Funds of Identity -- 3.4.4 Professional Insights: The Teacher' Personal Past and Emotions as Professional Resources -- References -- 4 Role of Digital Tools and ITC in Teacher Practices -- 4.1 Appropriation, Tools and Scripts -- 4.2 Socio Materiality in the Teaching Process with ITC -- 4.2.1 From the Research: Social and Material ICT Appropriation -- 4.2.2 In the Practices: The Case of the iPad.
4.2.3 The Idea in Brief: Covid-19 and Materialized Reflection -- 4.2.4 Professional Insight: Post-critical Curricular Theories -- References -- 5 Role of Collaboration in Teaching Practices -- 5.1 Collaboration and Knowledge Building in the Classroom -- 5.2 Collaborative Professional Learning Through Teacher-Researcher Interaction -- 5.3 Collaborative Professional Learning Through Social Network -- 5.3.1 From the Research: Use of Social Network by the Teachers in the Global South -- 5.3.2 In Practice: Relational Agency in Working Practices -- 5.3.3 The Idea in Brief: Toward an Epistemic Collaborative Communities -- 5.3.4 The Professional Insights: To Uncover the Teachers' Experiences of Knowledge -- References -- 6 International and Global Professional Developing -- 6.1 International Teacher Education -- 6.2 Teacher Educators: Toward the Next Generation of Teachers -- 6.2.1 From the Research: An International Blended Course for Teacher Educators -- 6.2.2 In Practice: Sustainability of Competencies in the Indigen Context -- 6.2.3 The Idea in Brief: Ethical-Critical Global Pedagogy -- 6.2.4 Professional Insight: Conversational Professional Developing -- References -- 7 Open Perspectives -- 7.1 Knots of New Configurations in Classroom -- 7.2 Task: Negotiated Activity Between Teacher, Students and Emergent Technology -- 7.2.1 From the (Future) Research: Uber Teacher, Click Education and Robot -- 7.2.2 In the Practices: Teacher in Troubling Time -- 7.2.3 The Idea in Brief: Critical and Participative Mean-Making -- 7.2.4 Professional Insight: The Diffractive Teacher -- References -- 8 Commentary: The Horizon Worker -- References -- 9 Final Commentary -- Reference. |
| Record Nr. | UNINA-9910483772003321 |
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Impedovo Maria Antonietta
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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International faculty in Asia : in comparative global perspective / / Futao Huang, Anthony R. Welch, editors
| International faculty in Asia : in comparative global perspective / / Futao Huang, Anthony R. Welch, editors |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (236 pages) |
| Disciplina | 370.1163 |
| Collana | Changing Academy |
| Soggetto topico |
Teachers, Foreign
Professors Estrangers |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-334-980-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Contents -- About the Editors -- Contributors -- Part I: Introduction -- Chapter 1: Introduction: The International Faculty: Changes and Realities -- 1.1 Changes in International Faculty -- 1.2 The Purpose of This Book -- 1.3 Terminologies -- 1.4 Organization of This Book -- References -- Part II: Asia -- Chapter 2: International Faculty at Chinese Universities Based on Case Studies -- 2.1 Introduction -- 2.2 Review of Literature and Research Method -- 2.3 Polices Attracting International Faculty Members -- 2.4 Data Analysis -- 2.5 International Faculty Members´ Motivations -- 2.6 Concluding Remarks -- References -- Chapter 3: Nonforeign Foreign Academics in Hong Kong: Realities and Strategies -- 3.1 Introduction -- 3.2 Background -- 3.3 Foreign Academics in Hong Kong: How Foreign Is Foreign -- 3.4 Realities and Strategies in the Case University -- 3.4.1 Number of Foreign Academics -- 3.4.2 Interviewees and Interview Data: Sampling and Analysis -- 3.4.3 Findings -- 3.4.3.1 Policies and Strategies -- 3.4.3.2 Realities and Issues -- 3.5 Discussions -- 3.6 Limitations and Suggestions for the Future Study -- 3.7 Epilogue -- References -- Chapter 4: International Faculty at Japanese Universities: Main Findings from National Survey in 2017 -- 4.1 Introduction -- 4.2 Context and Policies -- 4.2.1 Characteristics of Japanese Higher Education -- 4.2.2 Policies and Practices of Hiring International Faculty -- 4.3 Data Analysis and Discussion -- 4.3.1 Research Methods -- 4.3.2 Main Characteristics of Respondents -- 4.3.3 Perceptions of Teaching and Research, and Overall Professional Environment -- 4.3.4 Teaching and Research Activities -- 4.3.5 Discussion -- 4.4 Concluding Remarks -- References -- Chapter 5: International Faculty in a Research-Focused University in South Korea: Cultural and Environmental Barriers -- 5.1 Introduction.
5.2 Growth of International Academics in Korea -- 5.2.1 Policy Initiatives to Attract International Academics -- 5.2.2 International Academics in the Case University -- 5.3 International Faculty Members´ Influences on the Case University -- 5.3.1 Attracting International Students and Delivering Courses in English -- 5.3.2 Academic Productivity -- 5.3.3 Academic Culture -- 5.4 Barriers to International Academics -- 5.4.1 Isolation in an Academic Community -- 5.4.2 Environmental and Administrative Barriers -- 5.4.3 Teaching and Research Activities -- 5.4.4 Governance and Participation in Administration -- 5.5 Conclusion -- References -- Chapter 6: Retaining and Integrating International Faculty into Malaysian Universities: Issues and Challenges -- 6.1 Introduction -- 6.2 International Academics in Higher Education Institutions: Global Historical Perspective -- 6.3 Higher Education in Malaysia -- 6.4 Malaysia Becoming an International Education Hub -- 6.5 International Academics in Public and Private Universities -- 6.6 The Challenges of Retaining and Integrating International Academics in Malaysia -- 6.6.1 Economic Challenge -- 6.6.2 Cultural and Linguistic Challenges -- 6.6.3 Job Security and Career Pathways -- 6.6.4 Social and Personal Challenges -- 6.7 Strategies for Retaining and Integrating International Academics -- 6.7.1 Leveraging Non-economic Factors -- 6.7.2 Relaxing the Immigration Regulations -- 6.7.3 Becoming a Malaysian Academic -- 6.8 Conclusion -- References -- Chapter 7: Recruitment of International Academics and Its Challenges in Taiwanese Higher Education Institutions -- 7.1 Introduction -- 7.2 Characteristics of Taiwan´s Higher Education System -- 7.3 Changes of International Faculty Members -- 7.4 Changes in the System -- 7.5 Changing in Institutional Level -- 7.6 Forces and Agents of Change. 7.7 Voices from International Faculty Members -- 7.8 Discussion -- 7.9 Conclusion -- References -- Part III: Other Regions and Countries -- Chapter 8: International Academics in Australian Higher Education: People, Process, Paradox -- 8.1 Colonial Origins: The Importance of the Oxbridge Model -- 8.2 The Beginnings of Change -- 8.3 Ageing of the Professoriate -- 8.4 The Rise of Asia and the Australian Academic Profession -- 8.5 Unequal International Student Flows -- 8.6 Not All Are Equal (1): Asian Scholars in Australian Universities -- 8.7 Lack of Acknowledgement -- 8.8 Gender -- 8.9 Rank -- 8.10 Power Privilege, and Cultural Capital -- 8.11 International Research Collaboration -- 8.12 Not All Are Equal (2): Local Scholars in Australian Campuses offshore -- 8.13 Conclusion: People, Process, Paradox -- References -- Chapter 9: International Academics in African Universities: The Ethiopian Scene -- 9.1 Introduction -- 9.2 The African Higher Education System and Its Academy -- 9.3 The Global Flow of Intellectual Labour: International Faculty in African Universities -- 9.4 The Dragon at Play: China´s Involvement in Higher Education in Africa - South-South Solidarity? -- 9.5 Higher Education in Ethiopia - Historical Highlights, the Boom and the Need for International Academics -- 9.6 International Academics in Ethiopia -- 9.7 Reactions of Local/Ethiopian Academics -- 9.8 Conclusion -- References -- Chapter 10: Institutional Policies to Attract International Academics in Portugal in an Adverse Context -- 10.1 Introduction -- 10.2 Recruitment of International Academics as a Means of Internationalisation -- 10.3 International Academics in Portugal: An Overview -- 10.3.1 The State´s Role in Portuguese Higher Education and Research´s Internationalisation -- 10.3.2 Internationalisation of Portuguese Academia. 10.3.3 International Staff in Portuguese Higher Education and Research Systems -- 10.4 Methodology -- 10.5 Institutional Policies for Academic Staff Internationalisation -- 10.5.1 The Relevance of Internationalisation Policies -- 10.5.2 Different Narratives on Internationalisation -- 10.6 Conclusions -- References -- Chapter 11: International Academics at Dutch Universities: Policies and Statistics -- 11.1 Introduction -- 11.2 Policies Concerning Internationalization -- 11.3 Incoming Migrant Academics -- 11.4 Brain Drain or Brain Gain? -- 11.5 Motives of Migrating Academics -- 11.6 Conclusion -- References -- Chapter 12: The Rapid Increase in Faculty from the European Union in UK Higher Education Institutions and the Possible Impact ... -- 12.1 Introduction -- 12.2 Data and Definitions of Foreign-Born Staff -- 12.3 The Current Situation and Characteristics of International (Non-EU) and EU Academics in UK HEIs -- 12.4 The Impact of Foreign Academics on UK Higher Education and Its Institutions -- 12.5 Issues and Challenges Facing International Faculty in the UK -- 12.6 The Brexit Referendum and EU/International Faculty -- References -- Chapter 13: Understanding International Faculty in the United States: Who Hires Them and Why? -- 13.1 Introduction -- 13.2 International Faculty in US Higher Education: A Complex and Ambiguous Term -- 13.3 International Faculty in the US Higher Education: Definitions from the Voices of College Students -- 13.4 International Faculty in the United States: For What? -- 13.5 Understanding International Faculty Hiring Patterns: Using IPEDS Data -- 13.5.1 Who Hires International Faculty in the United States? -- 13.5.2 Top 25 Higher Education Institutions That Hire International Faculty Most Frequently -- 13.5.3 What Is Related to the Representation of International Faculty Among New Faculty Hires?. 13.6 Summary and Implications for Policy and Future Research -- Appendix: Definition of Carnegie Classification -- Doctoral/Research Universities -- Master´s Colleges and Universities -- Baccalaureate Colleges -- Associate´s Colleges -- Specialized Institutions -- Tribal Colleges and Universities -- References -- Part IV: Conclusion -- Chapter 14: International Faculty in Higher Education - Here to Stay? -- 14.1 Diversity -- 14.2 The Challenge of Retention -- 14.3 Globalization, Mobility and the Rise of the East -- 14.4 Limits to Mobility -- References. |
| Record Nr. | UNINA-9910483587303321 |
| Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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The international handbook of teacher ethos / / edited by Fritz Oser [and three others]
| The international handbook of teacher ethos / / edited by Fritz Oser [and three others] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (468 pages) : illustrations |
| Disciplina | 371.102 |
| Soggetto topico |
Teachers - Professional ethics
Teaching - Moral and ethical aspects Ensenyament Professors Aspectes morals |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-73644-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910495346903321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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International Teachers' Lived Experiences : Examining Internationalised Schooling in Shanghai
| International Teachers' Lived Experiences : Examining Internationalised Schooling in Shanghai |
| Autore | Poole Adam |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing AG, , 2021 |
| Descrizione fisica | 1 online resource (213 pages) |
| Disciplina | 371.100951 |
| Collana | International and Development Education |
| Soggetto topico |
Professors
Condicions socials Educació internacional |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-78686-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Series Editors Introduction -- Preface -- References -- Acknowledgments -- Praise for International Teachers' Lived Experiences -- Contents -- List of Figures -- List of Tables -- 1 Introduction -- 1.1 Interlude # 1 -- 1.2 Introduction -- 1.3 Purpose of This Book -- 1.4 Defining Lived Experience -- 1.5 Background to This Book -- 1.5.1 Methods -- 1.5.2 Relational Ethics as a Guiding Methodology -- 1.6 Situating This Book Theoretically -- 1.7 Outline of Chapters -- References -- 2 Mapping the International School Landscape: Situating Chinese Internationalised Schools -- 2.1 Introduction -- 2.2 Conceptual Difficulties of Defining the 'International' in International Schooling -- 2.3 Defining the International School -- 2.4 Metaphors for Understanding the International School Landscape -- 2.4.1 Arena -- 2.4.2 Field -- 2.4.3 Landscape -- 2.5 The Changing Landscape -- 2.5.1 Geography -- 2.5.2 Demography -- 2.5.3 Function -- 2.5.4 Legitimacy -- 2.6 Making Sense of the Changing Landscape -- 2.7 Chinese Internationalised Schools -- 2.7.1 Curriculum -- 2.7.2 Students and Parents -- 2.7.3 Teachers -- 2.8 The Research Context: 'automobile, Suburb, Empty' -- 2.8.1 The Curriculum -- 2.8.2 The International Curriculum: The IBDP -- 2.8.3 The Enacted Curriculum -- 2.8.4 Students and Parents -- 2.8.5 Teachers -- 2.9 Summary of Chapter -- References -- 3 International School Teachers: Motivations and (Mis)conceptions -- 3.1 Interlude #2 -- 3.2 Introduction -- 3.3 Who Are International School Teachers? -- 3.3.1 Motivations for Relocating, and Staying Overseas -- 3.3.2 Narrative # 1: To See the World (or Seeking Out Greener Pastures) -- 3.3.3 Narrative # 2: To Escape Financial and Personal Issues (or the Wild West of International Education) -- 3.3.4 Narrative # 3: To Find Employment (or Riding the Gravy Train).
3.3.5 Narrative # 4: To Escape the Tyranny of Performativity (or, Out of the Fire and into the Frying Pan) -- 3.3.6 Narrative # 5: Why Teachers Stay in the Field (or 'a Lot of Them End up Staying Overseas Because They Have no Good Reason to Go Home') -- 3.4 International School Teacher Typologies -- 3.5 Critical Response to the Typologies -- 3.6 Metaphysical Critique -- 3.7 Ethical Critique -- 3.7.1 Relational Ethics -- 3.8 Summary of Chapter -- 3.9 Introducing the Participants -- 3.9.1 Daisy -- 3.9.2 Sophie -- 3.9.3 Tyron -- 3.9.4 Robert -- References -- 4 The (Inter)cultural -- 4.1 Interlude #3 -- 4.2 Introduction -- 4.3 Traditional Accounts of the Intercultural -- 4.4 Critical Interculturality -- 4.5 Getting Critical About Critical Interculturality -- 4.6 Teachers' Experiences of the (Inter)cultural -- 4.7 Cultural Chauvinism? -- 4.8 Cultural Insider -- 4.9 Cultural Mediator -- 4.10 Summary of Chapter -- References -- 5 The Precarious -- 5.1 Interlude #4 -- 5.2 Introduction -- 5.3 International School Teachers as a Global Educational Precariat -- 5.4 International School Precarity -- 5.5 International School Teachers as a Global Middle Class -- 5.6 Teachers' Lived Experiences of Precarity -- 5.6.1 'I Left Without a Fight, like Most International Teachers Do' -- 5.6.2 'If You don't Perform, They're Going to Send You Home' -- 5.6.3 'I don't Know What Kind of Thing is the International Way of Teaching' -- 5.6.4 'You Are just a Foreigner Who doesn't Get Anything' -- 5.7 The Emergent Picture of Precarity in Chinese Internationalised Schools -- 5.8 Summary of Chapter -- References -- 6 The Resilient -- 6.1 Interlude #5 -- 6.2 Introduction -- 6.3 Precarious Privilege -- 6.4 Resilience -- 6.5 Deepening Resilience from the Perspective of Perezhivanie -- 6.6 Teachers' Lived Experiences of Resilience. 6.6.1 'What I Realised Was All That I Could Do Was Things That I Could Control' -- 6.6.2 'I Did Achieve Some Personal Growth and Also Professional Growth' -- 6.6.3 'It Also Comes with Emotional Consequences' -- 6.7 Summary of Chapter -- References -- 7 Conclusion -- 7.1 Introduction -- 7.2 Sur-Thrival -- 7.3 Implications for Research -- 7.4 International Schooling -- 7.5 The Emergence of an Internationalised School Landscape in China -- 7.5.1 American-Style International Schools -- 7.5.2 British-Style International Schools -- 7.5.3 Canadian-Style International Schools -- 7.6 Mapping the Typography of the Internationalised School Landscape in China -- 7.6.1 Comparing Teachers' Experiences of Precarity, Resilience, and Interculturality Across Multiple Chinese Internationalised Schools -- 7.6.2 Exploring Different Types of Chinese Internationalised Schools -- 7.6.3 Developing the Continuum of Internationalised Schools -- 7.7 Summary of Chapter -- 7.8 Epilogue: International Schooling and Covid-19 -- References -- Index. |
| Record Nr. | UNINA-9910495174703321 |
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Poole Adam
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| Cham : , : Springer International Publishing AG, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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The lived curriculum experiences of Jamaican teachers : Currere and decolonising intentions / / Carmel Roofe
| The lived curriculum experiences of Jamaican teachers : Currere and decolonising intentions / / Carmel Roofe |
| Autore | Roofe Carmel |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (100 pages) |
| Disciplina | 375.001 |
| Soggetto topico |
Education - Curricula - Jamaica
Teachers - Jamaica Currículums (Ensenyament) Professors |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783030994501
9783030994495 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Intro -- Preface -- Acknowledgements -- Contents -- 1 Introduction: Understanding Curriculum in the Context of Currere -- Understanding Curriculum -- Currere and Its Theoretical Underpinnings -- The Jamaican School Context and the Role of Colonisation in Currere -- The Role of Teachers in Education in Post-colonial Jamaica -- The Research Methodology for Exploring Teachers Lived Curriculum Experiences -- References -- 2 How Schools Shape Teachers' Currere -- Ana's Currere: There Is a Light at the End of the Tunnel -- Something to Think About -- Dence's Currere: Reality Trumps Perception -- Something to Think About -- Angeli's Currere: How Schooling Shaped My View of Teachers and Curriculum -- Something to Think About -- References -- 3 The Affective Dimension of Teaching -- D's Currere: Teaching as Therapy-In Helping Others You Help Yourself -- Something to Think About -- Ain's Currere: Teaching with Compassion -- Something to Think About -- Laisah's Currere: Going Beyond Boundaries to Fulfil Delayed Dreams -- Something to Think About -- References -- 4 Currere and Teacher Professional Development -- Teacher Professional Development: A New Perspective -- Currere and Decolonising Intentions -- Decolonising the Curriculum in a Context of Sociocultural Diversities -- A Brief Look at Miss Sherese: An Example of a Decolonising Intent -- Reflective Questions -- References -- Additional Curriculum Experiences of Teachers for Theorising -- Story 1: The Curriculum Encounter of Judene -- Story 2: The Curriculum Encounter of Balama -- Story 3: The Curriculum Encounter of Celina -- PAGE FOR REFLECTIVE NOTES -- References -- Index. |
| Record Nr. | UNINA-9910586576003321 |
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Roofe Carmel
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| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Reconstructing the Work of Teacher Educators [[electronic resource] ] : Finding Spaces in Policy Through Agentic Approaches —Insights from a Research Collective / / edited by Theresa Bourke, Deborah Henderson, Rebecca Spooner-Lane, Simone White
| Reconstructing the Work of Teacher Educators [[electronic resource] ] : Finding Spaces in Policy Through Agentic Approaches —Insights from a Research Collective / / edited by Theresa Bourke, Deborah Henderson, Rebecca Spooner-Lane, Simone White |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (288 pages) |
| Disciplina | 379 |
| Soggetto topico |
Teachers - Training of
Education and state Professional education Vocational education Education, Higher Teaching and Teacher Education Educational Policy and Politics Professional and Vocational Education Higher Education Política educativa Professors |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-19-2904-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Section 1 Doing more than ticking accountability boxes: New ways to respond to reforms in ITE -- 1 Examining the initial impact of a Teaching Performance Assessment on Australian teacher education programs -- 2 Equipping primary pre-service teachers with a science specialisation: A case study of policy enactment at an Australian university -- 3 Developing elementary mathematics specialists: Program influences on content knowledge, beliefs and instructional practices -- 4 Beyond cream, off-white and beige: Finding slippages in accreditation for innovation in professional experience -- Section 2 Creating new relationships and powerful teacher education partnerships: The potential of 'alliances' -- 5 Building transdisciplinary professional practice capabilities in early childhood teacher education -- 6 Collaborating to work with and against the grain: Reshaping outbound mobility programs (OMPs) in pre-service teacher education -- 7 Supporting the continuum of teacher education through policy and practice: The inter-relationships between initial, induction and continuing professional development -- Section 3 Nurturing trust in heavily regulated environments: Assessment policy and its impact on teacher education programs -- 8 In the eye of the perfect storm: Teacher educators' role and responsibility in preparing assessment capable teachers -- 9 Acknowledging the assessment ecology in preparing assessment capable pre-service teachers in Australia and New Zealand -- 10 Teacher educator's assessment priorities: An Australian Delphi inquiry -- Section 4 Developing an agentive professional self?: Supporting the next generation of teachers -- 11 Learning the 'emotional rules' of teaching: Constructing the emotionally authentic professional self -- 12 Innovative approaches used to prepare pre-service teachers to activate learning with digital technologies -- 13 Teacher educators' epistemic reflexivities: Deliberations for teaching to/about diversity in teacher education. |
| Record Nr. | UNINA-9910590046403321 |
| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Teacher evaluation around the world : experiences, dilemmas and future challenges / / Jorge Manzi, Yulan Sun and María Rosa García, editors
| Teacher evaluation around the world : experiences, dilemmas and future challenges / / Jorge Manzi, Yulan Sun and María Rosa García, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (358 pages) |
| Disciplina | 371.102 |
| Collana | Teacher education, learning innovation and accountability |
| Soggetto topico |
Teacher effectiveness
Teachers - Rating of Educational evaluation Professors Avaluació educativa |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-13639-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- 1 Introduction -- 1.1 In Memoriam -- References -- Part I Challenges in Teacher Evaluations -- 2 Formative and Summative Teacher Evaluation in Social Context -- 2.1 Introduction -- 2.2 Social and Organizational Contexts -- 2.2.1 Goals of Teaching -- 2.2.2 Centralization of the Education System -- 2.2.3 Shared Understanding of Good Teaching -- 2.2.4 Norms for the Improvement of Teaching -- 2.3 Good and Effective Teaching Practice -- 2.4 Framework for Understanding Formative and Summative Evaluations of Teaching -- 2.4.1 The Perceived Relationship Between the Teacher and the Evaluator -- 2.4.2 The Specificity of the Performances Evaluated -- 2.4.3 The Directness of the Observations Serving as a Basis for the Evaluation -- 2.4.4 The Feedback Provided to the Teacher -- 2.4.5 The Information Provided to Others -- 2.4.6 The Decisions Based on the Evaluation Results -- 2.5 Formative Evaluations of Teaching -- 2.6 Summative Evaluations of Teaching -- 2.6.1 Incorporating the Results of Formative Evaluations in Summative Evaluations -- 2.6.2 Five Criteria for Evaluating Summative Evaluation Systems -- 2.7 Conclusions -- 2.7.1 Good Teaching and Effective Teaching -- 2.7.2 Formative and Summative Evaluations of Teaching -- 2.7.3 The Theory of Use for Evaluations of Teaching -- 2.7.4 Final Remarks -- References -- 3 Evaluating Teacher Performance and Teaching Effectiveness: Conceptual and Methodological Considerations -- 3.1 Introduction -- 3.1.1 Purposes and Consequences -- 3.2 Constructs, Standards, and Frameworks -- 3.3 Evaluating Teacher Performance and Teaching Effectiveness -- 3.4 Methods and Instruments to Assess Teaching Performance and Teaching Effectiveness -- 3.4.1 General Considerations: Validity and Reliability -- 3.4.2 Measures of Teaching Performance -- 3.4.3 Measures of Teaching Effectiveness -- 3.5 Designs and Systems.
3.5.1 Combining Measures to Evaluate Teaching Performance and Teaching Effectiveness -- 3.6 Conclusions and Implications -- References -- 4 Political Tensions Around Teacher Evaluation -- 4.1 Introduction -- 4.2 The Why and the What for of Teacher Evaluation -- 4.3 The Set of Actors in the Teacher Evaluation Policy -- 4.3.1 Governing Bodies of the Executive Power -- 4.3.2 Legislative Branch -- 4.3.3 Technical Bodies of a Public and Private Nature -- 4.3.4 Teachers -- 4.3.5 Academics Working in Universities and Research Centers -- 4.3.6 Civil Society Organizations -- 4.3.7 International Organizations -- 4.3.8 Actors Matter and… a Lot -- 4.4 Five Areas of Tension Surrounding Teacher Evaluation Policies -- 4.4.1 The First Area of Tension: The Broad Set of Actors Who Define and Reinterpret the Public Problem to Be Solved and the Possible Solutions -- 4.4.2 The Second Area of Tension: The Different Purposes and Types of Evaluation and Their Consequences -- 4.4.3 The Third Area of Tension: The Timing in Which Changes Are Expected to Occur -- 4.4.4 The Fourth Area of Tension: The Lack of Governance in the Evaluation Processes -- 4.4.5 The Fifth Area of Tension: Ineffective Communication Regarding the Benefits of the Evaluation -- 4.5 Final Considerations -- 4.5.1 The Evaluation is not Merely a Technical Exercise -- 4.5.2 It is Necessary to Clarify and Negotiate What the Teacher Evaluation is Meant to Accomplish -- 4.5.3 One of the Main Areas of Tensions Surrounding Teacher Evaluation Has to Do with the Different Visions and Interests of the Actors -- 4.5.4 It is Necessary to Improve the Capacity of Listening and Governance of the Evaluation Process -- 4.5.5 We Must Provide Spaces and Mechanisms for Effective Communication About the Evaluation -- References -- 5 Teacher Professionalism and Performance Appraisal: A Critical Discussion -- 5.1 Introduction. 5.2 Teaching-A Professional Occupation -- 5.2.1 Recent Challenges to Teacher Professionalism -- 5.3 Teacher Performance Evaluation and Career Systems -- 5.3.1 Teacher Career Systems -- 5.3.2 Teacher Perception of Performance Appraisal Systems -- 5.4 Reflections and Conclusions -- References -- Part II Teacher Evaluation Systems Around the World: North America -- 6 Teacher Evaluation in Washington, DC Public Schools -- 6.1 Background and Context -- 6.2 Designing Impact -- 6.3 Key Features -- 6.3.1 Using Multiple Measures to Differentiate Performance -- 6.3.2 High Stakes and High Rewards -- 6.3.3 Feedback and Improvement -- 6.3.4 IMPACT as an Evolving Policy -- 6.4 Evidence of Impact -- 6.5 Impact 2.0 -- 6.6 Impact 3.0 -- 6.7 Conclusions -- References -- 7 From Formulation to Impact: Lessons Learned from Teacher Evaluation Reform in Tennessee, USA -- 7.1 Introduction -- 7.2 Formulation and Passage of Teacher Evaluation Reform -- 7.3 Theory and Design Elements of the Reformed Teacher Evaluation System -- 7.3.1 Design Elements of TEAM -- 7.3.2 Evaluation as a Conduit for Human Capital Management -- 7.4 Teacher Evaluation in Practice: Reports on the Consequential Validity of Reform -- 7.4.1 Perceptions of Teacher Evaluation Reform -- 7.4.2 Utilization of the Teacher Evaluation System -- 7.5 Implementation Challenges to Teacher Evaluation Reform -- 7.5.1 Judicial Challenges -- 7.5.2 Testing Administration Issues -- 7.6 Effects of Teacher Evaluation Reform -- 7.6.1 Teacher Performance and Student Achievement -- 7.6.2 Teacher Retention -- 7.7 Lessons Learned from a System with Promise -- References -- Part III Teacher Evaluation Systems Around the World: Latin America -- 8 Teacher Assessment in Chile -- 8.1 Background and Characteristics of the Assessment System -- 8.1.1 Origin, Purposes and Consequences -- 8.1.2 Responsible Entities and Teachers Evaluated. 8.1.3 Performance Standards: The Framework for Good Teaching -- 8.1.4 Final Results and Reports -- 8.2 Assessment Instruments and Their Evolution -- 8.2.1 Self-Assessment -- 8.2.2 Interview by a Peer Evaluator -- 8.2.3 School Supervisors Report -- 8.2.4 Portfolio -- 8.3 Some Results: What the Evaluation Says About Teacher Performance -- 8.4 Research and Validation -- 8.4.1 Classification of Teacher Performance -- 8.4.2 Relationship Between Results on the TA and Student Learning Achievements -- 8.4.3 Evidence of Consequential Validity -- 8.4.4 Experiences, Representations, and Teaching Discourses Around the TA -- 8.5 The Introduction of the Teacher Professional Development Law (2016) -- 8.6 Final Remarks -- References -- 9 Teacher Evaluation in Mexico -- 9.1 Background on the Evaluation of Teachers in Mexico -- 9.1.1 The Teaching Career Program -- 9.1.2 Alliance for Quality in Education -- 9.1.3 The Role of the National Union of Education Workers (SNTE) -- 9.2 The Educational Reform 2013-2019 -- 9.3 The Teacher Evaluation 2013-2018 -- 9.3.1 Evaluation for Admission to Teaching -- 9.3.2 Teacher Performance Evaluation -- 9.4 The Repeal of the "Misnamed Educational Reform" -- 9.4.1 Closing Words: Lessons Learned -- References -- 10 Teacher Evaluation in Peru: Prospects and Challenges -- 10.1 Background of the Evaluation System -- 10.1.1 Phases of Teacher Evaluations -- 10.1.2 Benchmarks or Evaluation Standards -- 10.2 Characteristics and Results of the Peruvian Teacher Evaluation System -- 10.2.1 Evaluation for Admission -- 10.2.2 Evaluation for Moving up the Scale -- 10.2.3 Teacher Performance Evaluation (EDD) -- 10.3 Overview and Challenges of the Peruvian Teacher Evaluation System -- 10.3.1 Improving Management of the Public-School Teaching Career System -- 10.3.2 Building Participatory Processes into the System. 10.3.3 Institutionalizing and Consolidating the Evaluation System -- 10.3.4 Placing the Evaluation at the Service of Strengthening the Teachers -- References -- Part IV Teacher Evaluation Systems Around the World: Europe -- 11 Teacher Evaluation in Portugal 12 Years Later: Critical Issues and Possible Directions -- 11.1 Introduction -- 11.2 Setting the Scene: The Portuguese Education System -- 11.3 Teacher Evaluation in Portugal: An Historical Overview -- 11.3.1 The Current Model of Teacher Evaluation in Portugal -- 11.4 Empirical Studies Reviewed -- 11.5 Findings -- 11.5.1 Implementing Teacher Evaluation in Schools: A Disruptive Process -- 11.5.2 The Emergence of Tensions Between a Control and a Professional Logic -- 11.5.3 The Paradox of Peer Evaluation: Collegiality or Lack of Legitimacy? -- 11.5.4 Classroom Observation: Important But Also Critical -- 11.5.5 Raising Awareness of the Relevance of Teacher Evaluation -- 11.5.6 Issues that Need Further Research -- 11.6 Discussion and Conclusion -- 11.6.1 The Absence of an Organizational, Professional and Scientific Legitimacy -- 11.6.2 The Lack of Preparation of the Evaluators -- 11.6.3 An Internal Model Caught Between Agency and Control -- 11.6.4 Peer Evaluation: Collegiality and Collaboration Versus Competitiveness and Individualism -- References -- 12 Promoting Teaching Quality Through Classroom Observation and Feedback: Design of a Program in the German State of Baden-Württemberg -- 12.1 Introduction -- 12.2 Antecedents of the Teacher Evaluation System -- 12.3 Characteristics of the Evaluation System -- 12.3.1 Theoretical Foundation -- 12.3.2 The Observation Tool: Generic and Subject-Specific Aspects -- 12.3.3 The Accompanying Support System -- 12.4 Results and Consequences of the Evaluation System -- 12.4.1 (Practical) Feedback on the Conceptualization of the Form and Manual -- 12.4.2 Pilot Study. 12.4.3 Validation Study. |
| Record Nr. | UNINA-9910624391303321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Teacher selection : evidence-based practices / / Robert M. Klassen, Lisa E. Kim
| Teacher selection : evidence-based practices / / Robert M. Klassen, Lisa E. Kim |
| Autore | Klassen Robert M. |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (172 pages) |
| Disciplina | 379.157 |
| Soggetto topico |
Teachers - Selection and appointment
Professors Selecció de personal |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-76188-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Acknowledgements -- Contents -- About the Authors -- 1 The Importance of Selecting the Most Effective Teachers -- 1.1 Strengthening the Teacher Workforce -- 1.2 Teacher Selection is a 'Quick Win' -- 1.3 Why Teacher Selection Matters -- 1.4 The Costs and Benefits of Teacher Selection -- 1.5 Purpose and Overview of the Book -- 1.6 Chapter Summary -- References -- Part I Identifying the Characteristics of Effective Teachers -- 2 What Does 'Teacher Effectiveness' Look like? -- 2.1 Teacher Effectiveness -- 2.2 Measuring Teacher Effectiveness -- 2.3 Trajectories of Teacher Effectiveness -- 2.4 Teacher Effectiveness and Related Outcomes -- 2.5 Are Effective Teachers Born or Made? -- 2.6 Chapter Summary -- References -- 3 The Role of Individual Attributes in Teacher Selection -- 3.1 Individual Attributes -- 3.2 The Distinction Between Cognitive and Non-Cognitive Attributes -- 3.3 Individual Attributes and Teacher Effectiveness -- 3.4 Research on Attributes Related to Teacher Effectiveness -- 3.5 Inductive, Deductive, and Integrated Approaches -- 3.6 Cross-Cultural Perspectives: Which Attributes Are Universal? -- 3.7 Chapter Summary -- References -- Part II Selection Methods and Practices: Issues and Uses -- 4 Issues and Challenges in Selection -- 4.1 Test Quality and Theoretical Models Underpinning Selection -- 4.2 Adverse Impact -- 4.3 Applicants' Perceptions of Selection Procedures -- 4.4 Faking -- 4.5 Coaching Effects -- 4.6 Chapter Summary -- References -- 5 Selection Practices and Methods in Other Fields -- 5.1 Selection Practices in Other Fields -- 5.2 Selection Methods and Their Evidence -- 5.3 What Can We Learn from Selection in Other Fields? -- 5.4 Chapter Summary -- References -- Part III Teacher Selection: Past, Present, and Future -- 6 Teacher Selection: History and Current Practices.
6.1 Historical Perspective on Teacher Selection -- 6.2 Need for Teacher Selection -- 6.3 Selecting Candidates for ITE -- 6.4 Selecting Teachers into Employment -- 6.5 How Valid Are Current Selection Methods? -- 6.6 Reviews of Research on Teacher Selection Practices -- 6.7 Chapter Summary -- References -- 7 Situational Judgment Tests and Their Use for Teacher Selection -- 7.1 Situational Judgment Tests -- 7.2 Situational Judgment Tests for Teacher Selection -- 7.3 Developing SJTs: A Collaborative Approach -- 7.4 Adapting Content for New Settings -- 7.5 Chapter Summary -- References -- 8 Developing Multiple Mini-Interviews for Teacher Selection -- 8.1 The Problem with Conventional Interviews -- 8.2 Multiple Mini-Interviews (MMIs) -- 8.3 MMIs for Selection in Teacher Education -- 8.4 Developing MMIs for Teacher Selection in the UK -- 8.5 Key Suggestions for MMI Implementation -- 8.6 Next Steps and Chapter Summary -- References -- 9 Designing and Implementing a Teacher Selection Program -- 9.1 Putting It All Together: Designing an Evidence-Supported Selection Program -- 9.2 Choosing Selection Tools -- 9.3 Implementing a Selection Program -- 9.4 Stages of a Selection Program -- 9.5 Streamlining the Selection Process -- 9.6 Online Selection Methods -- 9.7 Providing Feedback to Applicants -- 9.8 Chapter Summary -- References -- 10 Beyond Selection: Applying Lessons from Teacher Selection to Recruiting and Developing Teacher Candidates -- 10.1 Recruiting Prospective Teachers -- 10.2 Applying Lessons from Teacher Selection to Teacher Recruitment -- 10.3 Developing Preservice Teachers Using a Scenario-Based Learning Approach -- 10.4 Chapter Summary -- References -- 11 The Future of Teacher Selection -- References -- Index. |
| Record Nr. | UNINA-9910502658303321 |
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Klassen Robert M.
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| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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