9780820451022 - disturbing practice: reading teacher education as text: 8 (higher ed) de segall, avner (7 resultados)
Idioma: Inglés
Editorial: Peter Lang Inc., International Academic Publi 2002
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Librería: ThriftBooks-Dallas, Dallas, TX, Estados Unidos de AmericaThriftBooks-Dallas
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Paperback. Condición: Very Good. No Jacket. Former library book; May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.
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Librería: AHA-BUCH GmbH, Einbeck, AlemaniaAHA-BUCH GmbH
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Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - Disturbing Practice: Reading Teacher Education as Text is a critical study of learning to teach. Following six prospective teachers through their twelve-month university- and practicum-based experiences, Avner Segall explores how particular version…s and visions of education, teaching, and learning are made possible in preservice education and what they, in turn, make possible for those learning to teach. Using critical lenses to disturb current practices of teacher education, this book extends traditional explorations of how prospective teachers learn to manage ideas and theories in teacher education classrooms to an examination of how the use of ideas and theories in those very classrooms manages those who attempt to engage them. In doing so, this book highlights and critically engages a variety of issues in teacher education to bring more of what is (and what is not) done in preservice education into the fold of the discussion both about and in teacher education. What and how is it that prospective teachers learn, do not learn, and learn not to learn in preservice education How do the structures, discourses, and practices of teacher education operate to «invite» prospective teachers to learn some things rather than others What implications do the above have for prospective teachers' own learning in institutions of higher education and for the kind of learning they provide when they become teachers of others.
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Librería: preigu, Osnabrück, Alemaniapreigu
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Taschenbuch. Condición: Neu. Disturbing Practice | Reading Teacher Education as Text | Avner Segall | Taschenbuch | Higher Ed | Englisch | 2002 | Peter Lang | EAN 9780820451022 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu.
Idioma: Inglés
Editorial: Peter Lang Inc., International Academic Publishers 2002
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Librería: Mispah books, Redhill, SURRE, Reino UnidoMispah books
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paperback. Condición: Good. Good. Dust Jacket NOT present. CD WILL BE MISSING. . SHIPS FROM MULTIPLE LOCATIONS. book.
Idioma: Inglés
Editorial: Peter Lang Ltd. International Academic Publishers Mrz 2002 2002
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Librería: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, , AlemaniaBuchWeltWeit Ludwig Meier e.K.
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Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Disturbing Practice: Reading Teacher Education as Text is a critical study of learning to teach. Following six prospective teachers through their twelve-month university- and practicum-based experiences, Avner Segall explores how pa…rticular versions and visions of education, teaching, and learning are made possible in preservice education and what they, in turn, make possible for those learning to teach. Using critical lenses to disturb current practices of teacher education, this book extends traditional explorations of how prospective teachers learn to manage ideas and theories in teacher education classrooms to an examination of how the use of ideas and theories in those very classrooms manages those who attempt to engage them. In doing so, this book highlights and critically engages a variety of issues in teacher education to bring more of what is (and what is not) done in preservice education into the fold of the discussion both about and in teacher education. What and how is it that prospective teachers learn, do not learn, and learn not to learn in preservice education How do the structures, discourses, and practices of teacher education operate to «invite» prospective teachers to learn some things rather than others What implications do the above have for prospective teachers' own learning in institutions of higher education and for the kind of learning they provide when they become teachers of others 203 pp. Englisch.
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Librería: moluna, Greven, , Alemaniamoluna
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Kartoniert / Broschiert. Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Disturbing Practice: Reading Teacher Education as Text is a critical study of learning to teach. Following six prospective teachers through their twelve-month university- and practicum-based e…xperiences, Avner Segall explores how particular versions .
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Librería: buchversandmimpf2000, Emtmannsberg, BAYE, Alemaniabuchversandmimpf2000
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Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Disturbing Practice: Reading Teacher Education as Text is a critical study of learning to teach. Following six prospective teachers through their twelve-month university- and practicum-based experiences, Avner Segall explores how partic…ular versions and visions of education, teaching, and learning are made possible in preservice education and what they, in turn, make possible for those learning to teach. Using critical lenses to disturb current practices of teacher education, this book extends traditional explorations of how prospective teachers learn to manage ideas and theories in teacher education classrooms to an examination of how the use of ideas and theories in those very classrooms manages those who attempt to engage them. In doing so, this book highlights and critically engages a variety of issues in teacher education to bring more of what is (and what is not) done in preservice education into the fold of the discussion both about and in teacher education. What and how is it that prospective teachers learn, do not learn, and learn not to learn in preservice education How do the structures, discourses, and practices of teacher education operate to «invite» prospective teachers to learn some things rather than others What implications do the above have for prospective teachers' own learning in institutions of higher education and for the kind of learning they provide when they become teachers of others Lang, Peter GmbH, Gontardstraße 11, 10178 Berlin 218 pp. Englisch.
