Clare Brooks,
Clare Brooks,
Trevor Mutton,
Joanna McIntyre,
Lindsay Hetherington,
Katharine Burn,
Katharine Burn,
Joanna McIntyre,
Trevor Mutton
e.a.
How Teacher Educators Do Policy
Intellectual Work, Values, and Principles
Gebonden Engels 2026 1e druk 9781032766126Levertijd ongeveer 11 werkdagen
Gratis verzonden
Samenvatting
How Teacher Educators Do Policy explores how university-based teacher educators in England responded to reforms following the 2021–24 ITT Market Review. Drawing on interviews with programme leaders, it examines impacts on curriculum, partnerships, mentoring, and professional learning, using the concept of signature pedagogies.
Specificaties
ISBN13:9781032766126
Taal:Engels
Bindwijze:Gebonden
Aantal pagina's:156
Uitgever:Taylor & Francis
Druk:1
Thema:
1DDU-GB-E Engeland
3MRBH C 2020 tot c 2029
Lezersrecensies
Wees de eerste die een lezersrecensie schrijft!
Inhoudsopgave
Chapter One: Towards a Critical Signature Pedagogy for Teacher Education
Chapter Two: The policy context in England: reform objectives and mechanisms for change
Chapter Three: Professional learning underpinned by a Signature Pedagogy
Chapter Four: Negotiating the challenges of implementing the reform agenda: values and the implicit structure of teacher education
A Response to Chapter Four: Negotiating the challenges of implementing the reform agenda: a response from the US
Chapter Five: The Pedagogy of Teacher Education: What is revealed about universities’ assumptions about the process of learning to teach?
A Response to Chapter Five: A South African perspective on responding to policy changes in teacher education
Chapter Six: Leaders of ITE at the nexus of relationships: Intellectual and emotional work in negotiating tensions in pedagogical approaches
A Response to Chapter Six: Navigating Complexity in ITE Leadership, A Swedish Response
Chapter Seven: A Shared Critical Pedagogy: Leadership, Values and Resilience in University-based ITE
Chapter Eight: Re-centring University Based Teacher Education: Towards a sector-wide critical signature pedagogy for teacher education
Chapter Two: The policy context in England: reform objectives and mechanisms for change
Chapter Three: Professional learning underpinned by a Signature Pedagogy
Chapter Four: Negotiating the challenges of implementing the reform agenda: values and the implicit structure of teacher education
A Response to Chapter Four: Negotiating the challenges of implementing the reform agenda: a response from the US
Chapter Five: The Pedagogy of Teacher Education: What is revealed about universities’ assumptions about the process of learning to teach?
A Response to Chapter Five: A South African perspective on responding to policy changes in teacher education
Chapter Six: Leaders of ITE at the nexus of relationships: Intellectual and emotional work in negotiating tensions in pedagogical approaches
A Response to Chapter Six: Navigating Complexity in ITE Leadership, A Swedish Response
Chapter Seven: A Shared Critical Pedagogy: Leadership, Values and Resilience in University-based ITE
Chapter Eight: Re-centring University Based Teacher Education: Towards a sector-wide critical signature pedagogy for teacher education
Rubrieken
- advisering
- algemeen management
- coaching en trainen
- communicatie en media
- economie
- financieel management
- inkoop en logistiek
- internet en social media
- it-management / ict
- juridisch
- leiderschap
- marketing
- mens en maatschappij
- non-profit
- ondernemen
- organisatiekunde
- personal finance
- personeelsmanagement
- persoonlijke effectiviteit
- projectmanagement
- psychologie
- reclame en verkoop
- strategisch management
- verandermanagement
- werk en loopbaan