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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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College teaching
| College teaching |
| Pubbl/distr/stampa | Washington, D.C., : Heldref Publications, 1985- |
| Descrizione fisica | 1 online resource |
| Disciplina | 378/.12/05 |
| Soggetto topico |
College teaching
Enseignement universitaire Pédagogie universitaire Szkolnictwo wyższe Collegeunterricht Zeitschrift Professors Educació permanent Ensenyament |
| Soggetto genere / forma |
Cz\asopismo pedagogiczne
Periodicals. Revistes electròniques. |
| ISSN | 1930-8299 |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910140333003321 |
| Washington, D.C., : Heldref Publications, 1985- | ||
| 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 : A Reflective, Collaborative and Agentive Learning Journey / / by Maria Antonietta Impedovo
| Identity and Teacher Professional Development : 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 : Strengthening Teachers, Supporting Learners / / edited by Fritz Oser, Karin Heinrichs, Johannes Bauer, Terence Lovat
| The International Handbook of Teacher Ethos : Strengthening Teachers, Supporting Learners / / edited by Fritz Oser, Karin Heinrichs, Johannes Bauer, Terence Lovat |
| Edizione | [1st ed. 2021.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021 |
| Descrizione fisica | 1 online resource (468 pages) : illustrations |
| Disciplina | 371.102 |
| Soggetto topico |
Teachers - Training of
Educational psychology International education Comparative education Psychology Professional education Vocational education Teaching and Teacher Education Educational Psychology International and Comparative Education Behavioral Sciences and Psychology Professional and Vocational Education 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 |
| Nota di contenuto | I. Editorial -- II. Historical Perspectives of Teacher Ethos -- III. Reflections on the State of Research on Teacher Ethos -- IV. Theoretical and Empirical Approaches to Teacher Ethos -- V. Teacher Ethos Focussing on the Development of Social Competencies and Social Relations -- VI. Developing Teachers´ Professional Ethos -- VII. The Concept of Teacher Ethos – Learning from Research on Ethos Beyond Schools and Teacher Education -- Epilog: For Fritz Oser. . |
| Record Nr. | UNINA-9910495346903321 |
| Cham : , : Springer International Publishing : , : Imprint : 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 : 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 : 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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Reflections on Identity : Narratives from Educators
| Reflections on Identity : Narratives from Educators |
| Autore | Hopkins Neil |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing AG, , 2024 |
| Descrizione fisica | 1 online resource (165 pages) |
| Altri autori (Persone) | ThompsonCarol |
| Soggetto topico | Professors |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783031467943
3031467949 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- Editors´ Introduction -- Starting the Conversation -- References -- Reflecting on the Identity of the Teaching Profession: Time for Some Higher Status? -- Background -- Key Questions -- Introduction: Was I a Great Teacher? -- Teaching as a Modest Profession, Why Is That a Problem? -- Teaching as a Novice Profession? -- The Road Not Taken -- Who Am I? Teacher? Academic? Researcher? -- What´s in a Name? Expert or Highly Accomplished? -- The Advanced Skills Teacher and Teacher Identity -- The Significance of the AST Role -- The Chartered College of Teaching (CCT) and the Future of the Profession -- Not a Conclusion -- References -- The Researcher as Inter-disciplinarian: A Reflection on Professional Identity in a Specialised World -- Background -- Key Questions -- Research in Education: A Practice? A Discipline? Neither? -- The Challenges for Interdisciplinary Work -- The Relationship Between Research and Teaching -- Communities of Practice for the Interdisciplinary Researcher -- My Own Practice as an Interdisciplinary Researcher -- Conclusion -- References -- Identity and Leadership in Education -- Background -- Key Questions -- Leadership Identity in Tension -- Education During the Covid-19 Pandemic -- Leadership Incongruities Exposed -- Why Badiou? -- Alain Badiou in Brief -- Hope for the Future -- References -- ``Making More of a Difference´´: The Creation of Teachers´ Identities as Professionals Who Deal with Disadvantage -- Background -- Key Questions -- Introduction -- Making a Difference, Having a Choice -- Some Views of Teacher Identity -- Project Context and Methods -- Positionality -- Disadvantage and the Wider World -- Disadvantage and Teaching and Learning -- Disadvantage, Culture and Economics -- Discussions: Personal, Professional and Theoretical Reflections.
Teachers Tackling Disadvantage as Moral and Authentic Leadership: The Researcher as Teacher and the Teacher as Leader -- Code, Classification and Compensation: Teachers Tackling Disadvantage Through a Sociological Lens -- Conclusion -- References -- Managing and Implementing Educational-Technological Change: A Case for Co-development -- Background -- Key Questions -- HEIs and Drivers for Change -- Technology, Change and Innovation -- Agile or Waterfall? -- Kotter´s Eight Step Model -- Creating a Sense of Urgency: The Impact of Covid -- Creating a Guiding Coalition -- Developing a Clear Vision -- Communicating the Vision -- Empowering People to Act on the Vision -- Create Short Term Wins -- Consolidate and Build on Gains -- Anchoring New Approaches in the Culture -- References -- A Democratic View of Professional Development in HE -- Background -- Key Questions -- The Purpose of Professional Development -- Who Am I, What Have I Been and What Do I Believe? -- From Staff Development to Professional Development -- Tensions in Professional Development Design and Facilitation -- Institutional Tensions -- Facilitator-Participant Tensions -- Educational Professional´s Agency -- Professional Development in Practice -- Case Study 1: Developing Evaluation Skills -- Case Study 2: Moving Widening Participation Outreach Online -- Case Study 3: Not Just Changing VLEs but Changing Pedagogies -- The Ghosts in the Machine: A Barrier of Mindset? -- The Limitation of Professional Development´s Ability to Shape Professional Identity -- Conclusion -- References -- When to Show the Way, When to Lead the Way and When to Step Away - Exploring the Roles and Identities of Teacher Educators in ... -- Background -- Key Questions -- Introduction -- Change - Learning How to Be -- Overcoming Hurdles - Learning How to Act. What Does It Mean to Be a Teacher? Learning How to Understand -- What Does It Mean to Be a Teacher Educator? -- How to Be, How to Act, How to Understand -- Conclusion -- References -- The Invisible Educators -- Background -- Key Questions -- Introduction -- Being an Area Adult Education Officer -- `Arriving by Accident´: Developing My Professional Identity -- The Professional Identity of TEds What Professional Identity? -- `The Underminers´: Ofsted Pressure, Changing Policy and Further Education Inferiority Syndrome -- Connecting Professionals -- Getting Connected as Connecting Professionals -- The `Sharing Innovations in Teacher Education´ (SITE) Project -- Teacher Educators in Lifelong Learning (TELL) -- `Invisibility or Visibility´: Further Thoughts on the Professional Identity of TEds -- Conclusion: Moving Out of Invisibility and the Scholarly Silence? -- References -- Some Thoughts and Reflections on Identity, Teaching, and Writing, and How They Might Affect One Another -- Background -- Key Questions -- The Sorts of Things That Make You (Want to) Write -- Some Theories of Identity. Or: Why We Still Need to Read Donna Haraway -- The Autobiographical Bit I´d Hoped to Avoid -- Conclusion? -- References -- Reinterpreting the `Professional´-isation of Outdoor Education in the Context of Higher Education -- Background -- Key Questions -- Introduction -- What Do I Do? -- Ronald W. Hepburn and Aesthetics of Nature -- How the Environment Invites Responses -- Place -- Community -- Expression -- Conversations Rather Than Conclusions -- References -- Beyond ``Paraprofessional´´: Empowering and Equipping Teaching Assistants to Develop a Sense of Identity -- Background -- Key Questions -- School Workforce Remodelling -- The Deployment of Teaching Assistants -- In-class Support -- Delivering Interventions -- Higher Level Teaching Assistants. Support Staff Deployment Challenges -- The Paraprofessional in the Workplace -- Developing Identity and Agency as a TA -- The Professional Development of TAs -- Conclusion -- References -- Identity in the `Impossible Professions´ -- Background -- Key Questions -- Introduction -- Putting the Eye into Identity -- The Simple Question (Is Never Simple) -- A Fork Called Discourse -- Workplace Identity, 1: The Liar -- Workplace Identity, 2: The Co-design Team -- Adrift in the Countertransference -- Identity During Workplace Change -- Conclusion -- Postscript -- References -- Final Thoughts -- How Is Identity Defined? -- Is Context Important? -- Can Tensions Between Individuals and Organisations Be Resolved?. |
| Record Nr. | UNINA-9910799234603321 |
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Hopkins Neil
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| Cham : , : Springer International Publishing AG, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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