9780897897907 - Transforming Teacher Education: Lessons in Professional Development de Sockett, Hugh T. (17 resultados)

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Condición: New. Teacher professional development requires a dynamic vision of education. This work argues that teaching and teacher education are moral rather than technical or instrumental endeavours, and describes an innovative master's programme for practicing teachers founded in 1992. Editor(s): Sockett, Hugh T.; Wood, Diane R.; LePage, Pamela C.; DeMulder, Elizabeth K. Num Pages: 272 pages, black & white illustrations. BIC Classification: JNKH1; JNMT. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 236 x 154 x 23. Weight in Grams: 556. . 2001. hardcover. . . . .

Condición: New. Teacher professional development requires a dynamic vision of education. This work argues that teaching and teacher education are moral rather than technical or instrumental endeavours, and describes an innovative master's programme for practicing teachers founded in 1992. Editor(s): Sockett, Hugh T.; Wood, Diane R.; LePage, Pamela C.; DeMulder, Elizabeth K. Num Pages: 272 pages, black & white illustrations. BIC Classification: JNKH1; JNMT. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 236 x 154 x 23. Weight in Grams: 556. . 2001. hardcover. . . . . Books ship from the US and Ireland.

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Hardcover. Condición: new. Hardcover. Teacher professional development requires a dynamic vision of education. The authors argue that teaching and teacher education are moral rather than technical or instrumental endeavors, and describe a highly innovative master's program for practicing teachers founded in 1992. By describing important aspects of the program, the authors demonstrate that a moral vision can be enacted in practice, despite many constraints and challenges. They also show that any serious attempt to change practice will, of course, be unwieldy, contentious, and subject to sudden shocks and reversals as well as successes.The work also provides a compelling and detailed account of the institutional and political conditions in higher education that militate against innovations in teacher education and professional development. Authors of the chapters include the former director of the innovation, the faculty who were involved in teaching and administering the program, and teachers who studied with them. Each chapter examines the practices pedagogically, ideologically, morally, and professionally through the perspectives of people intimately involved with the program. The authors argue that teaching and teacher education are moral rather than technical or instrumental endeavors, and describe a highly innovative master's program for practicing teachers founded in 1992. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

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Hardcover. Condición: new. Hardcover. Teacher professional development requires a dynamic vision of education. The authors argue that teaching and teacher education are moral rather than technical or instrumental endeavors, and describe a highly innovative master's program for practicing teachers founded in 1992. By describing important aspects of the program, the authors demonstrate that a moral vision can be enacted in practice, despite many constraints and challenges. They also show that any serious attempt to change practice will, of course, be unwieldy, contentious, and subject to sudden shocks and reversals as well as successes.The work also provides a compelling and detailed account of the institutional and political conditions in higher education that militate against innovations in teacher education and professional development. Authors of the chapters include the former director of the innovation, the faculty who were involved in teaching and administering the program, and teachers who studied with them. Each chapter examines the practices pedagogically, ideologically, morally, and professionally through the perspectives of people intimately involved with the program. The authors argue that teaching and teacher education are moral rather than technical or instrumental endeavors, and describe a highly innovative master's program for practicing teachers founded in 1992. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. The authors argue that teaching and teacher education are moral rather than technical or instrumental endeavors, and describe a highly innovative master s program for practicing teachers founded in 1992.&Uumlber den AutorHUGH T. SOC.

Buch. Condición: Neu. Transforming Teacher Education | Lessons in Professional Development | Hugh T. Sockett | Buch | Gebunden | Englisch | 2001 | Praeger | EAN 9780897897907 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.

Buch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Teacher professional development requires a dynamic vision of education. The authors argue that teaching and teacher education are moral rather than technical or instrumental endeavors, and describe a highly innovative master's program for practicing teachers founded in 1992. By describing important aspects of the program, the authors demonstrate that a moral vision can be enacted in practice, despite many constraints and challenges. They also show that any serious attempt to change practice will, of course, be unwieldy, contentious, and subject to sudden shocks and reversals as well as successes.The work also provides a compelling and detailed account of the institutional and political conditions in higher education that militate against innovations in teacher education and professional development. Authors of the chapters include the former director of the innovation, the faculty who were involved in teaching and administering the program, and teachers who studied with them. Each chapter examines the practices pedagogically, ideologically, morally, and professionally through the perspectives of people intimately involved with the program.