عنوان

Professionalism and teacher education :

شابک

9789811370021

شابک

9789811370038

شابک

9789811370045

شابک

9811370028

شابک

9811370036

شابک

9811370044

شابک اشتباه

9789811370014

شابک اشتباه

981137001X

عنوان اصلي

Professionalism and teacher education :

نام عام مواد

[Book]

ساير اطلاعات عنواني

voices from policy and practice /

نام نخستين پديدآور

Amanda Gutierrez, Jillian Fox, Colette Alexander, editors.

محل نشرو پخش و غیره

Singapore :

نام ناشر، پخش کننده و غيره

Springer,

تاریخ نشرو بخش و غیره

[2019]

نام خاص و کميت اثر

1 online resource

متن يادداشت

Includes bibliographical references.

متن يادداشت

Intro; Acknowledgements; Contents; Editors and Contributors; 1 Conceptualising Teacher Professionalism; 1 Introduction; 2 Defining a Profession; 3 Teacher Professionalism; 4 Contestations in Professionalism; 4.1 Interior/Inward Occupational Perspective; 4.2 Exterior/Outward Occupational Perspective; 4.3 Interior/Inward Organisational Perspective; 4.4 Exterior/Outward Organisational Perspective; 4.5 Seeking an Alternative Position; 5 Emerging Perspectives; 5.1 Social and Political Context-Macrosystem; 5.2 Partnership Engagement-Exosystem

متن يادداشت

5.2 Dominant Discourses in the Accreditation Document5.3 Cross-Analysis: Structural Changes and the Key Players and Authoritative Texts in the Accreditation Document-2011 to 2015; 6 Recommendations; References; 3 Social Media and Teacher Professionalism: Getting in on the Act; 1 Introduction; 2 Social Media and the Rise of Secondary Stakeholders; 3 The Featured Commentaries; 4 Analysing the Papers and Responder Posts; 5 Findings; 6 Discussion; 6.1 Challenges of Getting into the Social Media Act; 6.2 Opportunities for Getting into the Social Media Act; 7 Conclusion; References

متن يادداشت

5.3 Collaborative Professionalism-Micro- and MesosystemsReferences; Social and Political Context; 2 The Changing Face of Accreditation for Initial Teacher Education Programmes in Australia; 1 Previous Research-The Policy Context; 2 Background to Accreditation; 3 Theoretical/Methodological Framework; 4 The Academic Archives; 4.1 Accreditation; 4.2 Evidence; 4.3 Impact; 4.4 Professionalism; 5 Findings-Discourse Analysis of Accreditation of Initial Teacher Education Programs in Australia: Standards and Procedures, 2015; 5.1 Key Players and Authoritative Texts

متن يادداشت

7 ConclusionReferences; 5 Exploring What It Means to Be a Professional in Partnerships: Reflecting on Teacher Educator Narratives; 1 Introduction; 2 Literature Review; 3 Theoretical Framework and Research Methodology; 4 Partnership Contexts; 4.1 Amanda in Victoria; 4.2 Kathy in Victoria; 4.3 Ken in Queensland; 5 Narrative Reflections Using the Lens of the Principles of Partnership Practice; 5.1 Risk Taking and Trust; 5.2 Reciprocity, Mutuality and Respect; 5.3 Recognition of Respective Goals, Adaptable and Responsive to Changing Needs; 5.4 Diverse Representations

متن يادداشت

Partnership Engagement4 Who Is the Hybrid Teacher Educator? Understanding Professional Identity in School-University Partnership; 1 Introduction; 2 Hybrid Teacher Education Roles in Third Space Constructs; 3 Facilitating Hybrid Teacher Educators; 4 Emerging Hybrid Roles; 4.1 School-Based Coach; 4.2 School Coordinator; 4.3 Project Leaders; 5 The Hybrid Teacher Educators; 5.1 Lara, School-Based Coach; 5.2 Jackie, a School Coordinator; 5.3 Patricia, a Project Leader; 6 Discussion; 6.1 Complexities and Tensions Within Third Space; 6.2 Relationships Within Third Space; 6.3 Professional Identity

بدون عنوان

0

بدون عنوان

8

بدون عنوان

8

بدون عنوان

8

بدون عنوان

8

متن يادداشت

This book explores how educators are proactively working to reclaim teacher professionalism by engaging in exemplary practice and promoting quality education for all. It examines voices in contemporary Australian teacher education and how professionalism can contribute to achieving the multiplicity of purposes in education. The work of contemporary teachers and teacher educators, and perceptions about this work, have changed significantly. In recent times, governments have identified key issues linked to the quality of teachers, as presented in multiple inquiries, creating shifts in public policy and increasing regulation. Educators must work towards improving public and policy maker perceptions of teaching as a profession. Teacher educators make an important contribution in engaging in ongoing scholarship and debate that examine research and practice and speak back to managerial discourses on professionalism. It is through this work that educators shape and re-shape understanding of what it means to be a professional.

منبع سفارش / آدرس اشتراک

Springer Nature

شماره انبار

com.springer.onix.9789811370021

عنوان

Professionalism and teacher education.

شماره استاندارد بين المللي کتاب و موسيقي

9789811370014

موضوع مستند نشده

Teachers-- Professional ethics.

موضوع مستند نشده

Teachers-- Training of-- Australia.

موضوع مستند نشده

Teachers-- Training of.

موضوع مستند نشده

Teachers-- Professional ethics.

موضوع مستند نشده

Teachers-- Training of.

موضوع مستند نشده

Australia.

بدون عنوان

7

موضوع مستند نشده

EDU046000

موضوع مستند نشده

JNMT

موضوع مستند نشده

JNMT

شماره

ويراست

شماره رده

نشانه اثر

مستند نام اشخاص تاييد نشده

Alexander, Colette

مستند نام اشخاص تاييد نشده

Fox, Jillian

مستند نام اشخاص تاييد نشده

Gutierrez, Amanda

تاريخ عمليات

20200823232933.0

قواعد فهرست نويسي ( بخش توصيفي )

pn

نام الکترونيکي

نوع ماده

[Book]

تكميل شده

Y