The missing links in teacher education design : (Record no. 14801)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02341nam a2200181Ia 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20200918112952.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 181114s9999||||xx |||||||||||||| ||und|| |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781402037924 |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | PK-IsLIS |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370.711 |
| Item number | H6516 |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Hoban,Garry F. |
| 245 #4 - TITLE STATEMENT | |
| Title | The missing links in teacher education design : |
| Remainder of title | Developing a multi linked conceptual framework |
| Statement of responsibility, etc | / Hoban,Garry F. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Name of publisher, distributor, etc | Springer |
| Place of publication, distribution, etc | Netherlands |
| Date of publication, distribution, etc | 2005 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 303 p |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Education-Teacher education |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Books |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | I. Introduction<br/>1. Developing a multi-linked conceptual framework for teacher education design <br/>II. Part 1. Conceptual links across the university curriculum <br/>Principled practice in teacher education<br/>2. Evolution from a problem-based to a project-based secondary teacher education program: challenges, dilemmas and possibilities<br/>3. On discernment: the wisdom of practice and the practice of wisdom in teacher education <br/>4. Re-organizing and integrating the knowledge bases of initial teacher education: the knowledge building community program <br/>5. Teacher education for the middle years of schooling: making connections between fields of knowledge, educational policy reforms and pedagogical practice <br/>III. Part 2. Theory-practice links between school and university setting <br/>6. Innovation and change in teacher education: an inquiring reflective, collaborative approach<br/>7. Using he practicum in preservice teacher education: strengths and weaknesses of alternative assumption about the experience of learning to teach<br/>8. Who stays in teaching and why?: a case study of graduates from the university of Kansa’s 5th-year teacher education program<br/>IV. Part 3. Social-cultural links amongst participants in the program<br/>9. Construction and sustaining communities of inquiry in teacher education<br/>10. Developing a cultural of critique in teacher education classes<br/>11. Community-building and program development go hand in hand: teachers educators working collaboratively<br/>V. Part 4. Personal links that shape the identity of teacher educators<br/>12. The quest for identity in teaching and teacher education<br/>13. Identity development, moral authority and the teacher educator <br/>VI. Conclusion<br/>14. Using a multi-linked conceptual framework to promote quality learning in a teacher education program<br/><br/> |
| Withdrawn status | Damaged status | Not for loan | Home library | Current library | Date acquired | Source of acquisition | Full call number | Barcode | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|
| UE-Central Library | UE-Central Library | 14.11.2018 | U.E.13997 | 370.711 H6516 | T11225 | 14.11.2018 | 14.11.2018 | Books |
