Dr clare brooks (12 resultados)
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Librería: Grand Eagle Retail, Bensenville, IL, Estados Unidos de AmericaGrand Eagle Retail
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EUR 21,40
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Paperback. Condición: new. Paperback. Discussions of quality dominate the field of teacher education. However, definitions of quality can vary enormously and are often vague and imprecise, relying on proxies for quality which make inaccurate assumptions about what matters in the education of teachers. This book explores differen…t ways in which quality can be defined and understood within teacher education, offering a way of categorizing and understanding why some quality indicators miss the mark. The book introduces the idea of a quality conundrum, with illustrative examples from international ITE practice, to show how different conceptions of quality in ITE can have good intentions but be potentially damaging to its overall transformative potential. It also provides examples of where practice has been able to move beyond restrictive definitions of quality to enact a more transformative vision of teacher education. This analysis ties the use of quality indicators to historical developments in teacher education and political shifts in how it is viewed, the role education is perceived to play in society, and considers where the power lies in locating who decides what counts as quality in teacher education (and also who and what gets excluded). Key topics covered include: the use of standards, accreditation and inspection frameworks; the range of input, process, output and perspectival indicators used to judge quality in ITE; the different discourses of teacher quality which influence the pedagogy and structure of teacher education programmes.The author also gives particular attention to how to address different approaches to quality when they start to reach conundrum proportions, and how to redress teacher education towards what matters rather than what counts. "Explores how to avoid making teacher education worse through the use of imprecise definition of "standards" and erroneous proxies for quality"-- Provided by publisher. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
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Librería: Kennys Bookshop and Art Galleries Ltd., Galway, GY, IrlandaKennys Bookshop and Art Galleries Ltd.
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EUR 21,52
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Condición: New. 2023. Paperback. . . . . .
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Librería: Kennys Bookstore, Olney, MD, Estados Unidos de AmericaKennys Bookstore
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EUR 25,91
Envío por EUR 9,18Se envía dentro de Estados Unidos de AmericaCantidad disponible: 10 disponibles
Condición: New. 2023. Paperback. . . . . . Books ship from the US and Ireland.
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Librería: THE SAINT BOOKSTORE, Southport, Reino UnidoTHE SAINT BOOKSTORE
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EUR 23,71
Envío por EUR 14,42Se envía de Reino Unido a Estados Unidos de AmericaCantidad disponible: 17 disponibles
Paperback / softback. Condición: New. New copy - Usually dispatched within 3 working days.
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Librería: AussieBookSeller, Truganina, VIC, AustraliaAussieBookSeller
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EUR 32,06
Envío por EUR 32,34Se envía de Australia a Estados Unidos de AmericaCantidad disponible: 1 disponibles
Paperback. Condición: new. Paperback. Discussions of quality dominate the field of teacher education. However, definitions of quality can vary enormously and are often vague and imprecise, relying on proxies for quality which make inaccurate assumptions about what matters in the education of teachers. This book explores differen…t ways in which quality can be defined and understood within teacher education, offering a way of categorizing and understanding why some quality indicators miss the mark. The book introduces the idea of a quality conundrum, with illustrative examples from international ITE practice, to show how different conceptions of quality in ITE can have good intentions but be potentially damaging to its overall transformative potential. It also provides examples of where practice has been able to move beyond restrictive definitions of quality to enact a more transformative vision of teacher education. This analysis ties the use of quality indicators to historical developments in teacher education and political shifts in how it is viewed, the role education is perceived to play in society, and considers where the power lies in locating who decides what counts as quality in teacher education (and also who and what gets excluded). Key topics covered include: the use of standards, accreditation and inspection frameworks; the range of input, process, output and perspectival indicators used to judge quality in ITE; the different discourses of teacher quality which influence the pedagogy and structure of teacher education programmes.The author also gives particular attention to how to address different approaches to quality when they start to reach conundrum proportions, and how to redress teacher education towards what matters rather than what counts. "Explores how to avoid making teacher education worse through the use of imprecise definition of "standards" and erroneous proxies for quality"-- Provided by publisher. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.
Quality: Keywords in Teacher Education
Brooks, Dr Clare (IOE, UCL's Faculty of Education and Society, University College London, UK)
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Librería: moluna, Greven, Alemaniamoluna
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EUR 24,33
Envío por EUR 48,99Se envía de Alemania a Estados Unidos de AmericaCantidad disponible: Más de 20 disponibles
Kartoniert / Broschiert. Condición: New. Über den AutorClare Brooks is Professor of Education and Pro-Director for Education at IOE, Faculty of Education and Society, University College London, UK.Inhaltsverzeichnis1. Quality Conundrums.
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Librería: Grand Eagle Retail, Bensenville, IL, Estados Unidos de AmericaGrand Eagle Retail
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EUR 80,35
Gastos de envío gratisSe envía dentro de Estados Unidos de AmericaCantidad disponible: 1 disponibles
Hardcover. Condición: new. Hardcover. Discussions of quality dominate the field of teacher education. However, definitions of quality can vary enormously and are often vague and imprecise, relying on proxies for quality which make inaccurate assumptions about what matters in the education of teachers. This book explores differen…t ways in which quality can be defined and understood within teacher education, offering a way of categorizing and understanding why some quality indicators miss the mark. The book introduces the idea of a quality conundrum, with illustrative examples from international ITE practice, to show how different conceptions of quality in ITE can have good intentions but be potentially damaging to its overall transformative potential. It also provides examples of where practice has been able to move beyond restrictive definitions of quality to enact a more transformative vision of teacher education. This analysis ties the use of quality indicators to historical developments in teacher education and political shifts in how it is viewed, the role education is perceived to play in society, and considers where the power lies in locating who decides what counts as quality in teacher education (and also who and what gets excluded). Key topics covered include: the use of standards, accreditation and inspection frameworks; the range of input, process, output and perspectival indicators used to judge quality in ITE; the different discourses of teacher quality which influence the pedagogy and structure of teacher education programmes.The author also gives particular attention to how to address different approaches to quality when they start to reach conundrum proportions, and how to redress teacher education towards what matters rather than what counts. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Quality: Keywords in Teacher Education
Brooks, Dr Clare (IOE, UCL's Faculty of Education and Society, University College London, UK)
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Librería: moluna, Greven, Alemaniamoluna
Contactar con el vendedorVendedor de 5 estrellasCondición: Nuevo
EUR 70,17
Envío por EUR 48,99Se envía de Alemania a Estados Unidos de AmericaCantidad disponible: Más de 20 disponibles
Condición: New. Inhaltsverzeichnis1. Quality Conundrums 2. Teacher Standards and Accountability Frameworks 3. Quality Indicators 4. Discourses of Quality 5. Navigating the Quality Landscape ReferencesIndexKlappen.
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Librería: AHA-BUCH GmbH, Einbeck, AlemaniaAHA-BUCH GmbH
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EUR 84,86
Envío por EUR 61,24Se envía de Alemania a Estados Unidos de AmericaCantidad disponible: 2 disponibles
Buch. Condición: Neu. Neuware - Discussions of quality dominate the field of teacher education. However, definitions of quality can vary enormously and are often vague and imprecise, relying on proxies for quality which make inaccurate assumptions about what matters in the education of teachers. This book explores different ways… in which quality can be defined and understood within teacher education, offering a way of categorizing and understanding why some quality indicators miss the mark. The book introduces the idea of a quality conundrum, with illustrative examples from international ITE practice, to show how different conceptions of quality in ITE can have good intentions but be potentially damaging to its overall transformative potential. It also provides examples of where practice has been able to move beyond restrictive definitions of quality to enact a more transformative vision of teacher education. This analysis ties the use of quality indicators to historical developments in teacher education and political shifts in how it is viewed, the role education is perceived to play in society, and considers where the power lies in locating who decides what counts as quality in teacher education (and also who and what gets excluded). Key topics covered include: the use of standards, accreditation and inspection frameworks; the range of input, process, output and perspectival indicators used to judge quality in ITE; the different discourses of teacher quality which influence the pedagogy and structure of teacher education programmes.The author also gives particular attention to how to address different approaches to quality when they start to reach conundrum proportions, and how to redress teacher education towards what matters rather than what counts.
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Librería: CitiRetail, Stevenage, Reino UnidoCitiRetail
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EUR 37,37
Envío por EUR 43,31Se envía de Reino Unido a Estados Unidos de AmericaCantidad disponible: 1 disponibles
Paperback. Condición: new. Paperback. Discussions of quality dominate the field of teacher education. However, definitions of quality can vary enormously and are often vague and imprecise, relying on proxies for quality which make inaccurate assumptions about what matters in the education of teachers. This book explores differen…t ways in which quality can be defined and understood within teacher education, offering a way of categorizing and understanding why some quality indicators miss the mark. The book introduces the idea of a quality conundrum, with illustrative examples from international ITE practice, to show how different conceptions of quality in ITE can have good intentions but be potentially damaging to its overall transformative potential. It also provides examples of where practice has been able to move beyond restrictive definitions of quality to enact a more transformative vision of teacher education. This analysis ties the use of quality indicators to historical developments in teacher education and political shifts in how it is viewed, the role education is perceived to play in society, and considers where the power lies in locating who decides what counts as quality in teacher education (and also who and what gets excluded). Key topics covered include: the use of standards, accreditation and inspection frameworks; the range of input, process, output and perspectival indicators used to judge quality in ITE; the different discourses of teacher quality which influence the pedagogy and structure of teacher education programmes.The author also gives particular attention to how to address different approaches to quality when they start to reach conundrum proportions, and how to redress teacher education towards what matters rather than what counts. "Explores how to avoid making teacher education worse through the use of imprecise definition of "standards" and erroneous proxies for quality"-- Provided by publisher. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.
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Librería: THE SAINT BOOKSTORE, Southport, Reino UnidoTHE SAINT BOOKSTORE
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EUR 72,70
Envío por EUR 14,42Se envía de Reino Unido a Estados Unidos de AmericaCantidad disponible: Más de 20 disponibles
Hardback. Condición: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.
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- Impresión bajo demanda
Librería: CitiRetail, Stevenage, Reino UnidoCitiRetail
Contactar con el vendedorVendedor de 5 estrellasCondición: Nuevo
EUR 68,11
Envío por EUR 43,31Se envía de Reino Unido a Estados Unidos de AmericaCantidad disponible: 1 disponibles
Hardcover. Condición: new. Hardcover. Discussions of quality dominate the field of teacher education. However, definitions of quality can vary enormously and are often vague and imprecise, relying on proxies for quality which make inaccurate assumptions about what matters in the education of teachers. This book explores differen…t ways in which quality can be defined and understood within teacher education, offering a way of categorizing and understanding why some quality indicators miss the mark. The book introduces the idea of a quality conundrum, with illustrative examples from international ITE practice, to show how different conceptions of quality in ITE can have good intentions but be potentially damaging to its overall transformative potential. It also provides examples of where practice has been able to move beyond restrictive definitions of quality to enact a more transformative vision of teacher education. This analysis ties the use of quality indicators to historical developments in teacher education and political shifts in how it is viewed, the role education is perceived to play in society, and considers where the power lies in locating who decides what counts as quality in teacher education (and also who and what gets excluded). Key topics covered include: the use of standards, accreditation and inspection frameworks; the range of input, process, output and perspectival indicators used to judge quality in ITE; the different discourses of teacher quality which influence the pedagogy and structure of teacher education programmes.The author also gives particular attention to how to address different approaches to quality when they start to reach conundrum proportions, and how to redress teacher education towards what matters rather than what counts. "Explores how to avoid making teacher education worse through the use of imprecise definition of "standards" and erroneous proxies for quality"-- Provided by publisher. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.
