framework resources learning teach de gatti lauren (11 resultados)

Hardcover. Condición: Very Good. 1st ed. 2016. It's a well-cared-for item that has seen limited use. The item may show minor signs of wear. All the text is legible, with all pages included. It may have slight markings and/or highlighting.

Condición: New.

Condición: New. pp. 206.

Hardcover. Condición: Brand New. 206 pages. 8.25x6.00x0.75 inches. In Stock.

Buch. Condición: Neu. Neuware -This book advances a new framework for learning to teach, using in-depth case studies to show how learning to teach¿in any type of program¿can best be understood as a recursive and dynamic process, wherein teachers differentially access programmatic, relational, experiential, disciplinary, and dispositional resources. In the last twenty years, debates in the field of teacher preparation have increasingly become paralyzing and divisive as rhetoric around the failure of university teacher preparation intensifies. The author addresses the historical and practical factors that animate these debates, arguing that novice teachers and teacher educators must understand the central conflicts in the field; however, the book also advances a way of approaching learning to teach that accounts for but does not get stuck at the level of programmatic designation. Using lively, in-depth case studies, the author shows how novice urban English teachers from two different teacher preparation pathways¿a university-based program and an urban teacher residency¿learn to teach within a policy context of high-stakes testing and ¿college readiness.¿Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 220 pp. Englisch.

Hardcover. Condición: Like New. Like New. book.

Buch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book advances a new framework for learning to teach, using in-depth case studies to show how learning to teach-in any type of program-can best be understood as a recursive and dynamic process, wherein teachers differentially access programmatic, relational, experiential, disciplinary, and dispositional resources. In the last twenty years, debates in the field of teacher preparation have increasingly become paralyzing and divisive as rhetoric around the failure of university teacher preparation intensifies. The author addresses the historical and practical factors that animate these debates, arguing that novice teachers and teacher educators must understand the central conflicts in the field; however, the book also advances a way of approaching learning to teach that accounts for but does not get stuck at the level of programmatic designation. Using lively, in-depth case studies, the author shows how novice urban English teachers from two different teacher preparation pathways-a university-based program and an urban teacher residency-learn to teach within a policy context of high-stakes testing and 'college readiness.' 220 pp. Englisch.

Gebunden. Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Lauren Gatti is Assistant Professor in Teaching, Learning and Teacher Education at the University of Nebraska-Lincoln, USA. She earned her PhD in Curriculum and Instruction from the University of Wisconsin, Madison, USA. In 2013, she was awarded Outstand.

Condición: New. Print on Demand pp. 206.

Condición: New. PRINT ON DEMAND pp. 206.

Buch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This book advances a new framework for learning to teach, using in-depth case studies to show how learning to teach-in any type of program-can best be understood as a recursive and dynamic process, wherein teachers differentially access programmatic, relational, experiential, disciplinary, and dispositional resources. In the last twenty years, debates in the field of teacher preparation have increasingly become paralyzing and divisive as rhetoric around the failure of university teacher preparation intensifies. The author addresses the historical and practical factors that animate these debates, arguing that novice teachers and teacher educators must understand the central conflicts in the field; however, the book also advances a way of approaching learning to teach that accounts for but does not get stuck at the level of programmatic designation. Using lively, in-depth case studies, the author shows how novice urban English teachers from two different teacher preparation pathways-a university-based program and an urban teacher residency-learn to teach within a policy context of high-stakes testing and 'college readiness.'.