Isbn: 9783838315737 - professional development as a process of renewal: case studies of the courage to teach program (5 resultados)

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Taschenbuch. Condición: Neu. Professional Development as a Process of Renewal | Case Studies of the Courage to Teach Program | Genét Simone | Taschenbuch | 332 S. | Englisch | 2013 | LAP LAMBERT Academic Publishing | EAN 9783838315737 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu.…

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -What should a teacher teach, and how This is the question typically directing teacher professional development. It neglects, however, a deeper, more powerful inquiry: Who is the person that teaches Rarely is the teacher-as-person addressed in school; yet, a teacher s self-knowledge and inner development profoundly influences how he or she negotiates the complexities of school life, interacts with others, and implements curriculum. Following several teachers for two years in a program called The Courage to Teach, the author pieces together reflections, journals, interviews, and observations, weaving a tapestry that tells the stories of the teachers inner lives, and how they are discovered and claimed in more conscious ways; those discoveries further illuminate how self-knowledge affects teachers interactions and effectiveness in school. Principals, teachers, professional development specialists, and university faculty in teacher education will find this work fascinating. It carefully documents a process rarely captured in educational literature and provides evidence of both the importance and the complexities of teaching from within. 332 pp. Englisch.…

Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -'What should a teacher teach, and how ' This is the question typically directing teacher professional development. It neglects, however, a deeper, more powerful inquiry: 'Who is the person that teaches ' Rarely is the teacher-as-person addressed in school; yet, a teacher's self-knowledge and inner development profoundly influences how he or she negotiates the complexities of school life, interacts with others, and implements curriculum. Following several teachers for two years in a program called The Courage to Teach, the author pieces together reflections, journals, interviews, and observations, weaving a tapestry that tells the stories of the teachers' inner lives, and how they are discovered and claimed in more conscious ways; those discoveries further illuminate how self-knowledge affects teachers' interactions and effectiveness in school. Principals, teachers, professional development specialists, and university faculty in teacher education will find this work fascinating. It carefully documents a process rarely captured in educational literature and provides evidence of both the importance and the complexities of teaching from within.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 332 pp. Englisch. …

Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - What should a teacher teach, and how This is the question typically directing teacher professional development. It neglects, however, a deeper, more powerful inquiry: Who is the person that teaches Rarely is the teacher-as-person addressed in school; yet, a teacher s self-knowledge and inner development profoundly influences how he or she negotiates the complexities of school life, interacts with others, and implements curriculum. Following several teachers for two years in a program called The Courage to Teach, the author pieces together reflections, journals, interviews, and observations, weaving a tapestry that tells the stories of the teachers inner lives, and how they are discovered and claimed in more conscious ways; those discoveries further illuminate how self-knowledge affects teachers interactions and effectiveness in school. Principals, teachers, professional development specialists, and university faculty in teacher education will find this work fascinating. It carefully documents a process rarely captured in educational literature and provides evidence of both the importance and the complexities of teaching from within.…