Xiaoli lu (73 resultados)

Condición: As New. Unread book in perfect condition.

Condición: As New. Unread book in perfect condition.

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Paperback. Condición: New. 1st ed. 2022. This book investigates three novice high school mathematics teachers' professional learning processes in the early stages of their careers at schools in Shanghai, China. Teacher professional learning is examined as a complex and dynamic system that connects both cognitive and situated perspectives on learning theory. Inspiring mathematics teachers to adopt student-focused pedagogies is challenging, particularly in China where tensions in teacher-centred, content-focused and examination-oriented practices are predominant. The three novice teachers who participated in this study brought different beliefs and knowledge derived from their different individual experiences to bear on their teaching practices. However, they were strongly influenced by the environments in which they taught and mainly adopted a professional learning approach to teacher-centred practices, despite reporting that they favoured student-centred teaching practices. The study also observed professional learning towards student-centred pedagogical aspects in a single teacher case with mentorship support, indicating that student-centred pedagogies may be promoted within the constraints of the existing dominant teaching practice.…

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Condición: New. In English.

Condición: New. In English.

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Condición: New. Softcover reprint of the original 1st ed. 2017 edition NO-PA16APR2015-KAP.

PF. Condición: New.

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Condición: New. In English.

Condición: New. pp. 239.

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Hardcover. Condición: Brand New. 266 pages. 9.25x6.10x0.87 inches. In Stock.

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Condición: New. 1st ed. 2022 edition NO-PA16APR2015-KAP.

Condición: New. This is a Brand-new US Edition. This Item may be shipped from US or any other country as we have multiple locations worldwide.

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Taschenbuch. Condición: Neu. Managing Uncertainty in Crisis | Exploring the Impact of Institutionalization on Organizational Sensemaking | Xiaoli Lu | Taschenbuch | xxvii | Englisch | 2018 | Springer | EAN 9789811350184 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu. …

Taschenbuch. Condición: Neu. Novice Mathematics Teachers' Professional Learning | A Multi-Case Study in Shanghai | Xiaoli Lu | Taschenbuch | Perspektiven der Mathematikdidaktik | xvii | Englisch | 2022 | Springer Vieweg | EAN 9783658372354 | Verantwortliche Person für die EU: Springer Spektrum in Springer Science + Business Media, Tiergartenstr. 15-17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.…

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Paperback. Condición: New. NEW. SHIPS FROM MULTIPLE LOCATIONS. book.

Condición: Used.

Condición: Used.

Paperback. Condición: New. 1st ed. 2022. This book investigates three novice high school mathematics teachers' professional learning processes in the early stages of their careers at schools in Shanghai, China. Teacher professional learning is examined as a complex and dynamic system that connects both cognitive and situated perspectives on learning theory. Inspiring mathematics teachers to adopt student-focused pedagogies is challenging, particularly in China where tensions in teacher-centred, content-focused and examination-oriented practices are predominant. The three novice teachers who participated in this study brought different beliefs and knowledge derived from their different individual experiences to bear on their teaching practices. However, they were strongly influenced by the environments in which they taught and mainly adopted a professional learning approach to teacher-centred practices, despite reporting that they favoured student-centred teaching practices. The study also observed professional learning towards student-centred pedagogical aspects in a single teacher case with mentorship support, indicating that student-centred pedagogies may be promoted within the constraints of the existing dominant teaching practice.…

Condición: Sehr gut. Zustand: Sehr gut | Sprache: Englisch | Produktart: Bücher | This book investigates three novice high school mathematics teachers¿ professional learning processes in the early stages of their careers at schools in Shanghai, China. Teacher professional learning is examined as a complex and dynamic system that connects both cognitive and situated perspectives on learning theory. Inspiring mathematics teachers to adopt student-focused pedagogies is challenging, particularly in China where tensions in teacher-centred, content-focused and examination-oriented practices are predominant. The three novice teachers who participated in this study brought different beliefs and knowledge derived from their different individual experiences to bear on their teaching practices. However, they were strongly influenced by the environments in which they taught and mainly adopted a professional learning approach to teacher-centred practices, despite reporting that they favoured student-centred teaching practices. The study also observed professional learning towards student-centred pedagogical aspects in a single teacher case with mentorship support, indicating that student-centred pedagogies may be promoted within the constraints of the existing dominant teaching practice.…

Condición: Hervorragend. Zustand: Hervorragend | Sprache: Englisch | Produktart: Bücher | This book investigates three novice high school mathematics teachers¿ professional learning processes in the early stages of their careers at schools in Shanghai, China. Teacher professional learning is examined as a complex and dynamic system that connects both cognitive and situated perspectives on learning theory. Inspiring mathematics teachers to adopt student-focused pedagogies is challenging, particularly in China where tensions in teacher-centred, content-focused and examination-oriented practices are predominant. The three novice teachers who participated in this study brought different beliefs and knowledge derived from their different individual experiences to bear on their teaching practices. However, they were strongly influenced by the environments in which they taught and mainly adopted a professional learning approach to teacher-centred practices, despite reporting that they favoured student-centred teaching practices. The study also observed professional learning towards student-centred pedagogical aspects in a single teacher case with mentorship support, indicating that student-centred pedagogies may be promoted within the constraints of the existing dominant teaching practice.…