More Books:

Developing a Pedagogy of Teacher Education
Language: en
Pages: 208
Authors: John Loughran
Categories: Education
Type: BOOK - Published: 2013-01-11 - Publisher: Routledge

A pedagogy of teacher education must go well beyond the simple delivery of information about teaching. This book describes and explores the complex nature of teaching and of learning about teaching, illustrating how important teacher educators' professional knowledge is and how that knowledge must influence teacher training practices. The book
Teaching about Teaching
Language: en
Pages: 258
Authors: Tom Russell
Categories: Education
Type: BOOK - Published: 2002-11-01 - Publisher: Routledge

Considers teacher education as an important aspects of the teaching profession and demonstrates why it is so important for higher education institutions to value their teacher educators' professional knowledge. The book demonstrates how teaching about teaching knowledge pedagogy is vital to the development of quality in teacher education and how
Contemporary Pedagogies in Teacher Education and Development
Language: en
Pages: 144
Authors: Yehudith Weinberger, Zipora Libman
Categories: Education
Type: BOOK - Published: 2018-08-22 - Publisher: BoD – Books on Demand

As with most dynamic activities that are based on social and cultural contexts and rely on interactions, education is a complex and often ambiguous endeavor. Despite this complexity, scholars and educators are often required to find ways of defining and explaining what "good" teaching is and to incorporate these conclusions
Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education
Language: en
Pages:
Authors: Anwar Ahmed
Categories: Education
Type: BOOK - Published: - Publisher: Springer Nature

Books about Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education
Teacher Education and Pedagogy
Language: en
Pages: 190
Authors: Michael Evans
Categories: Education
Type: BOOK - Published: 2012-12-13 - Publisher: Cambridge University Press

"Initial teacher education continues to elicit strong views and contested prescriptions, with judgements made increasingly on the basis of international comparisons. Against this background of educational debate and polemic, there is a need for insights gained from research-based qualitative accounts of the processes and practice taking place in high-performing institutions