| 000 | 02341nam a2200181Ia 4500 | ||
|---|---|---|---|
| 999 |
_c14801 _d14801 |
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| 005 | 20200918112952.0 | ||
| 008 | 181114s9999||||xx |||||||||||||| ||und|| | ||
| 020 | _a9781402037924 | ||
| 040 | _cPK-IsLIS | ||
| 082 |
_a370.711 _bH6516 |
||
| 100 | _aHoban,Garry F. | ||
| 245 | 4 |
_aThe missing links in teacher education design : _bDeveloping a multi linked conceptual framework _c/ Hoban,Garry F. |
|
| 260 |
_bSpringer _aNetherlands _c2005 |
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| 300 | _a303 p | ||
| 650 | _aEducation-Teacher education | ||
| 942 | _cBK | ||
| 505 | 0 | _aI. Introduction 1. Developing a multi-linked conceptual framework for teacher education design II. Part 1. Conceptual links across the university curriculum Principled practice in teacher education 2. Evolution from a problem-based to a project-based secondary teacher education program: challenges, dilemmas and possibilities 3. On discernment: the wisdom of practice and the practice of wisdom in teacher education 4. Re-organizing and integrating the knowledge bases of initial teacher education: the knowledge building community program 5. Teacher education for the middle years of schooling: making connections between fields of knowledge, educational policy reforms and pedagogical practice III. Part 2. Theory-practice links between school and university setting 6. Innovation and change in teacher education: an inquiring reflective, collaborative approach 7. Using he practicum in preservice teacher education: strengths and weaknesses of alternative assumption about the experience of learning to teach 8. Who stays in teaching and why?: a case study of graduates from the university of Kansa’s 5th-year teacher education program IV. Part 3. Social-cultural links amongst participants in the program 9. Construction and sustaining communities of inquiry in teacher education 10. Developing a cultural of critique in teacher education classes 11. Community-building and program development go hand in hand: teachers educators working collaboratively V. Part 4. Personal links that shape the identity of teacher educators 12. The quest for identity in teaching and teacher education 13. Identity development, moral authority and the teacher educator VI. Conclusion 14. Using a multi-linked conceptual framework to promote quality learning in a teacher education program | |