Author: Linda Farr Darling
Publisher: Springer Science & Business Media
ISBN: 1402056680
Category : Education
Languages : en
Pages : 258
Book Description
It is the longevity of CITE that prompted the authors to turn their inquiries about teaching and learning to the challenges of sustaining their own project. The result is a collection that chronicles some of the lessons learned through their many experiences. The book represents multiple viewpoints on what counts as reform in teacher education and includes the voices of students (aspiring teachers) who are rarely asked to contribute to such projects.
Collective Improvisation in a Teacher Education Community
Author: Linda Farr Darling
Publisher: Springer Science & Business Media
ISBN: 1402056680
Category : Education
Languages : en
Pages : 258
Book Description
It is the longevity of CITE that prompted the authors to turn their inquiries about teaching and learning to the challenges of sustaining their own project. The result is a collection that chronicles some of the lessons learned through their many experiences. The book represents multiple viewpoints on what counts as reform in teacher education and includes the voices of students (aspiring teachers) who are rarely asked to contribute to such projects.
Publisher: Springer Science & Business Media
ISBN: 1402056680
Category : Education
Languages : en
Pages : 258
Book Description
It is the longevity of CITE that prompted the authors to turn their inquiries about teaching and learning to the challenges of sustaining their own project. The result is a collection that chronicles some of the lessons learned through their many experiences. The book represents multiple viewpoints on what counts as reform in teacher education and includes the voices of students (aspiring teachers) who are rarely asked to contribute to such projects.
Collective Improvisation in a Teacher Education Community
Author: Linda Farr Darling
Publisher: Springer
ISBN: 9789048111954
Category : Education
Languages : en
Pages : 254
Book Description
It is the longevity of CITE that prompted the authors to turn their inquiries about teaching and learning to the challenges of sustaining their own project. The result is a collection that chronicles some of the lessons learned through their many experiences. The book represents multiple viewpoints on what counts as reform in teacher education and includes the voices of students (aspiring teachers) who are rarely asked to contribute to such projects.
Publisher: Springer
ISBN: 9789048111954
Category : Education
Languages : en
Pages : 254
Book Description
It is the longevity of CITE that prompted the authors to turn their inquiries about teaching and learning to the challenges of sustaining their own project. The result is a collection that chronicles some of the lessons learned through their many experiences. The book represents multiple viewpoints on what counts as reform in teacher education and includes the voices of students (aspiring teachers) who are rarely asked to contribute to such projects.
Improvising the Curriculum
Author: Michael Corbett
Publisher: Routledge
ISBN: 1317246772
Category : Education
Languages : en
Pages : 166
Book Description
Equipped with cultural tools like cell phones, computers and video cameras, youth are called upon to improvise and construct themselves symbolically in a continuously connected world; yet new teachers and students are still expected to learn and deliver standardized, placeless forms of scripted curriculum. This volume argues for improvisation as an approach to curriculum that recognizes the fundamentally creative aspects of learning that are often marginalized in communities of disadvantage. It provides interesting possibilities for schools that are working hard to keep up with technological, economic and cultural change, and argues for an improvised middle ground between structure and creativity. This volume outlines a two-year research project performed in a Canadian middle school, where school staff used student filmmaking as a way to expand teachers’ conceptions of literacy. It analyzes the response of students and parents as well as the student teachers that brought the program to the school. The improvisational techniques used while making the films paved the way for larger benefits of curricular improvisation to be explored.
Publisher: Routledge
ISBN: 1317246772
Category : Education
Languages : en
Pages : 166
Book Description
Equipped with cultural tools like cell phones, computers and video cameras, youth are called upon to improvise and construct themselves symbolically in a continuously connected world; yet new teachers and students are still expected to learn and deliver standardized, placeless forms of scripted curriculum. This volume argues for improvisation as an approach to curriculum that recognizes the fundamentally creative aspects of learning that are often marginalized in communities of disadvantage. It provides interesting possibilities for schools that are working hard to keep up with technological, economic and cultural change, and argues for an improvised middle ground between structure and creativity. This volume outlines a two-year research project performed in a Canadian middle school, where school staff used student filmmaking as a way to expand teachers’ conceptions of literacy. It analyzes the response of students and parents as well as the student teachers that brought the program to the school. The improvisational techniques used while making the films paved the way for larger benefits of curricular improvisation to be explored.
Problem-Based Learning in Teacher Education
Author: Margot Filipenko
Publisher: Springer
ISBN: 331902003X
Category : Education
Languages : en
Pages : 245
Book Description
This book offers readers a comprehensive understanding of problem-based learning (PBL) in teacher education. Featuring the perspectives of experienced teacher educators, it details the strengths of problem-based learning pedagogy as well as identifies continuing challenges and future possibilities. The book explains the goals, content, processes and strategies of a successful and longstanding problem-based learning teacher education program at the University of British Columbia. It features contributions from tutors, faculty, school administrators, faculty advisors, school advisors, librarians and pre-service teachers who share their perspectives about problem-based learning as a robust and exciting approach for teaching and learning. Overall, the contributors to the book discuss the history of the program, its implementation and future directions. In the process, readers discover the ways that problem-based learning has succeeded in preparing educators to teach diverse learners and acquire the professional dispositions necessary for teaching in today’s multilingual/multicultural classrooms.
Publisher: Springer
ISBN: 331902003X
Category : Education
Languages : en
Pages : 245
Book Description
This book offers readers a comprehensive understanding of problem-based learning (PBL) in teacher education. Featuring the perspectives of experienced teacher educators, it details the strengths of problem-based learning pedagogy as well as identifies continuing challenges and future possibilities. The book explains the goals, content, processes and strategies of a successful and longstanding problem-based learning teacher education program at the University of British Columbia. It features contributions from tutors, faculty, school administrators, faculty advisors, school advisors, librarians and pre-service teachers who share their perspectives about problem-based learning as a robust and exciting approach for teaching and learning. Overall, the contributors to the book discuss the history of the program, its implementation and future directions. In the process, readers discover the ways that problem-based learning has succeeded in preparing educators to teach diverse learners and acquire the professional dispositions necessary for teaching in today’s multilingual/multicultural classrooms.
Reconceptualizing Teacher Education
Author: Anne M. Phelan
Publisher: University of Ottawa Press
ISBN: 0776631144
Category : Education
Languages : en
Pages : 346
Book Description
In this collection, Canadian scholars articulate a response to their collective concerns about the impact of global policy on teacher education, provoking a far-reaching dialogue about teacher education in and for our times. The first two decades of the new millennium have witnessed unprecedented appraisal, analysis, and educational policy formulations related to teaching (K–12) across the Western world. In turn, teacher education has been greatly impacted, as governments around the world see the reform and management of teacher education as a key component in restructuring education toward greater economic competitiveness. The result has been an unwarranted and undesirable level of standardization. It is vital to the future of teacher education, and concomitantly public education, that we imagine alternatives to the homogenization of the educational experience that globalizing policies install. What is needed are vocabularies that enable educators and teacher educators to discern and articulate educational purposes beyond capital and which focus on the kinds of educational experiences that can help prepare the young to lead good and worthwhile lives. Using lessons learned from the Canadian context, the authors identify and investigate the importance of initial and continuing professional education that fosters teachers’ intellectual freedom and study; advances an informed and critical appreciation of civic particularity and historical circumstance; and cultivates ethical (i.e., pedagogical) engagement with ideas and histories—teachers’ own and their students—as crucial themes of teacher education globally. This book is published in English - Les chercheurs canadiens qui ont participé à cet ouvrage collectif proposent une réponse à leurs préoccupations collectives qui portent essentiellement sur l’impact de la politique globale sur la formation des enseignants, et ce, afin d’établir un dialogue franc et approfondi sur la formation des enseignants telle que pratiquée à notre époque. Durant les deux premières décennies du nouveau millénaire, le monde occidental a connu une augmentation sans précédent des analyses, des évaluations et des propositions les plus diverses portant sur la politique éducative (du jardin d'enfant à la fin du secondaire). En conséquence, la formation des enseignants a été très fortement impactée dans un contexte global où les gouvernements considèrent la réforme et la gestion de la formation des enseignants comme une composante clef de la restructuration de l’enseignement, et ce, afin que l’enseignement dispensé soit plus compétitif sur le plan économique. Force est de constater que cette approche s’est traduite par un niveau de standardisation indésirable et totalement injustifié. Pour garantir l’avenir de la formation des enseignants et donc de l’éducation publique, il est aujourd’hui fondamental d’imaginer des alternatives à l’homogénéisation de l’expérience éducative, qui résulte des politiques adoptées dans le cadre de la mondialisation. Dans cette perspective, il est nécessaire de fournir aux enseignants et aux éducateurs un vocabulaire et une terminologie spécifiques qui leur permettent de définir et d’articuler leurs objectifs éducatifs, au-delà de la notion réductrice de capital, tout en privilégiant les différents types d’expérience éducative qui préparent les jeunes à mener des vies satisfaisantes et utiles. En s’inspirant des enseignements tirés du contexte canadien, les auteurs de cet ouvrage ont identifié et évalué l’importance d’une éducation professionnelle initiale et qui continue de favorisé l’apprentissage et la liberté intellectuelle des enseignants ; promeut une appréciation critique et informée des spécificités civiques et des circonstances historiques ; et favorise un engagement éthique (et donc pédagogique) qui prend en compte les idées et les antécédents des enseignants et de leurs élèves et les considèrent comme des thèmes cruciaux de la formation globale des enseignants. Ce livre est publié en anglais.
Publisher: University of Ottawa Press
ISBN: 0776631144
Category : Education
Languages : en
Pages : 346
Book Description
In this collection, Canadian scholars articulate a response to their collective concerns about the impact of global policy on teacher education, provoking a far-reaching dialogue about teacher education in and for our times. The first two decades of the new millennium have witnessed unprecedented appraisal, analysis, and educational policy formulations related to teaching (K–12) across the Western world. In turn, teacher education has been greatly impacted, as governments around the world see the reform and management of teacher education as a key component in restructuring education toward greater economic competitiveness. The result has been an unwarranted and undesirable level of standardization. It is vital to the future of teacher education, and concomitantly public education, that we imagine alternatives to the homogenization of the educational experience that globalizing policies install. What is needed are vocabularies that enable educators and teacher educators to discern and articulate educational purposes beyond capital and which focus on the kinds of educational experiences that can help prepare the young to lead good and worthwhile lives. Using lessons learned from the Canadian context, the authors identify and investigate the importance of initial and continuing professional education that fosters teachers’ intellectual freedom and study; advances an informed and critical appreciation of civic particularity and historical circumstance; and cultivates ethical (i.e., pedagogical) engagement with ideas and histories—teachers’ own and their students—as crucial themes of teacher education globally. This book is published in English - Les chercheurs canadiens qui ont participé à cet ouvrage collectif proposent une réponse à leurs préoccupations collectives qui portent essentiellement sur l’impact de la politique globale sur la formation des enseignants, et ce, afin d’établir un dialogue franc et approfondi sur la formation des enseignants telle que pratiquée à notre époque. Durant les deux premières décennies du nouveau millénaire, le monde occidental a connu une augmentation sans précédent des analyses, des évaluations et des propositions les plus diverses portant sur la politique éducative (du jardin d'enfant à la fin du secondaire). En conséquence, la formation des enseignants a été très fortement impactée dans un contexte global où les gouvernements considèrent la réforme et la gestion de la formation des enseignants comme une composante clef de la restructuration de l’enseignement, et ce, afin que l’enseignement dispensé soit plus compétitif sur le plan économique. Force est de constater que cette approche s’est traduite par un niveau de standardisation indésirable et totalement injustifié. Pour garantir l’avenir de la formation des enseignants et donc de l’éducation publique, il est aujourd’hui fondamental d’imaginer des alternatives à l’homogénéisation de l’expérience éducative, qui résulte des politiques adoptées dans le cadre de la mondialisation. Dans cette perspective, il est nécessaire de fournir aux enseignants et aux éducateurs un vocabulaire et une terminologie spécifiques qui leur permettent de définir et d’articuler leurs objectifs éducatifs, au-delà de la notion réductrice de capital, tout en privilégiant les différents types d’expérience éducative qui préparent les jeunes à mener des vies satisfaisantes et utiles. En s’inspirant des enseignements tirés du contexte canadien, les auteurs de cet ouvrage ont identifié et évalué l’importance d’une éducation professionnelle initiale et qui continue de favorisé l’apprentissage et la liberté intellectuelle des enseignants ; promeut une appréciation critique et informée des spécificités civiques et des circonstances historiques ; et favorise un engagement éthique (et donc pédagogique) qui prend en compte les idées et les antécédents des enseignants et de leurs élèves et les considèrent comme des thèmes cruciaux de la formation globale des enseignants. Ce livre est publié en anglais.
Inquiry into Mathematics Teacher Education
Author: Fran Arbaugh
Publisher: IAP
ISBN: 1623969506
Category : Mathematics
Languages : en
Pages : 176
Book Description
(Orginally published in 2008) The 14 chapters in this monograph provide support for mathematics teacher educators in both their Practical Knowledge and their Professional Knowledge. Individually, these articles provide insights into advancing our thinking about professional development, teacher preparation, and program development. Collectively, they have the potential to help the field of mathematics teacher education move forward in framing effective practices in mathematics teacher education and developing a focused, cohesive research agenda. ATME's Monograph 5, therefore, is a superb resource for mathematics teacher education.
Publisher: IAP
ISBN: 1623969506
Category : Mathematics
Languages : en
Pages : 176
Book Description
(Orginally published in 2008) The 14 chapters in this monograph provide support for mathematics teacher educators in both their Practical Knowledge and their Professional Knowledge. Individually, these articles provide insights into advancing our thinking about professional development, teacher preparation, and program development. Collectively, they have the potential to help the field of mathematics teacher education move forward in framing effective practices in mathematics teacher education and developing a focused, cohesive research agenda. ATME's Monograph 5, therefore, is a superb resource for mathematics teacher education.
Contemporary Trends in Education: A Handbook for Educators
Author: Vandana Saxena
Publisher: Pearson Education India
ISBN: 9788131759486
Category : Computer-assisted instruction
Languages : en
Pages : 220
Book Description
Contemporary Trends in Education: A Handbook for Educators is an enriched resource for future teachers and teacher educators working with limited resources. It provides in-depth theoretical underpinnings and discusses the planning formats and implementation schemes extending to the real classroom and the field situations. The text aims to complement the teacher educators' experiences which would feed into the respective teacher training programmes, benefitting their students and gradually add strength to school education. It is based upon course specific enrichment material for pre-service as well as in service teacher training programmes for all levels of school education.
Publisher: Pearson Education India
ISBN: 9788131759486
Category : Computer-assisted instruction
Languages : en
Pages : 220
Book Description
Contemporary Trends in Education: A Handbook for Educators is an enriched resource for future teachers and teacher educators working with limited resources. It provides in-depth theoretical underpinnings and discusses the planning formats and implementation schemes extending to the real classroom and the field situations. The text aims to complement the teacher educators' experiences which would feed into the respective teacher training programmes, benefitting their students and gradually add strength to school education. It is based upon course specific enrichment material for pre-service as well as in service teacher training programmes for all levels of school education.
Encounters with Materials in Early Childhood Education
Author: Veronica Pacini-Ketchabaw
Publisher: Taylor & Francis
ISBN: 1040048870
Category : Education
Languages : en
Pages : 173
Book Description
This text rearticulates understandings of materials—blocks of clay, sheets of paper, brushes and paints, fabrics, and plastics—to formulate new ideas about what happens when we think with materials and apply them to early childhood development and classrooms. Through a series of ethnographic examples and engagement with existing ideas of relationality in the visual arts, feminist ethics, science studies, philosophy, anthropology, and environmental humanities, Encounters with Materials in Early Childhood Education highlights how materials can be conceptualized as active participants in early childhood education. Updated to include choreographies with fabrics and the process of reparation with plastics, this second edition shows how educators, young children, and researchers have explored what materials are capable of in their encounters with other materials and with children. The book is key reading for undergraduate students, graduate students, and pre-service teachers in early childhood education and art education programs. Access the Instructor and Student Resources at www.encounterswithmaterials.com.
Publisher: Taylor & Francis
ISBN: 1040048870
Category : Education
Languages : en
Pages : 173
Book Description
This text rearticulates understandings of materials—blocks of clay, sheets of paper, brushes and paints, fabrics, and plastics—to formulate new ideas about what happens when we think with materials and apply them to early childhood development and classrooms. Through a series of ethnographic examples and engagement with existing ideas of relationality in the visual arts, feminist ethics, science studies, philosophy, anthropology, and environmental humanities, Encounters with Materials in Early Childhood Education highlights how materials can be conceptualized as active participants in early childhood education. Updated to include choreographies with fabrics and the process of reparation with plastics, this second edition shows how educators, young children, and researchers have explored what materials are capable of in their encounters with other materials and with children. The book is key reading for undergraduate students, graduate students, and pre-service teachers in early childhood education and art education programs. Access the Instructor and Student Resources at www.encounterswithmaterials.com.
Thinking, Childhood, and Time
Author: Walter Omar Kohan
Publisher: Rowman & Littlefield
ISBN: 1793604592
Category : Philosophy
Languages : en
Pages : 241
Book Description
Thinking, Childhood, and Time: Contemporary Perspectives on the Politics of Education is an interdisciplinary exploration of the notion of childhood and its place in a philosophical education. Contributors consider children’s experiences of time, space, embodiment, and thinking. By acknowledging Hannah Arendt’s notion that every child brings a new beginning into the world, they address the question of how educators can be more responsive to the Otherness that childhood offers, while assuming that most educational models follow either a chronological model of child development or view children as human beings that are lacking. The contributors explore childhood as a philosophical concept in children, adults, and even beyond human beings—Childhood as a (forgotten) dimension of the world. Contributors also argue that a pedagogy that does not aim for an “exodus of childhood,” but rather responds to the arrival of a new human being responsibly (dialogically), fosters a deeper appreciation of the newness that children bring in order to sensitize us for our own Childhood as adults as well and allow us to welcome other forms of childhood in the world. As a whole, this book argues that the experience of natality, such as the beginning of life, is not chronologically determined, but rather can occur more than once in a human life and beyond. Scholars of philosophy, education, psychology, and childhood studies will find this book particularly useful.
Publisher: Rowman & Littlefield
ISBN: 1793604592
Category : Philosophy
Languages : en
Pages : 241
Book Description
Thinking, Childhood, and Time: Contemporary Perspectives on the Politics of Education is an interdisciplinary exploration of the notion of childhood and its place in a philosophical education. Contributors consider children’s experiences of time, space, embodiment, and thinking. By acknowledging Hannah Arendt’s notion that every child brings a new beginning into the world, they address the question of how educators can be more responsive to the Otherness that childhood offers, while assuming that most educational models follow either a chronological model of child development or view children as human beings that are lacking. The contributors explore childhood as a philosophical concept in children, adults, and even beyond human beings—Childhood as a (forgotten) dimension of the world. Contributors also argue that a pedagogy that does not aim for an “exodus of childhood,” but rather responds to the arrival of a new human being responsibly (dialogically), fosters a deeper appreciation of the newness that children bring in order to sensitize us for our own Childhood as adults as well and allow us to welcome other forms of childhood in the world. As a whole, this book argues that the experience of natality, such as the beginning of life, is not chronologically determined, but rather can occur more than once in a human life and beyond. Scholars of philosophy, education, psychology, and childhood studies will find this book particularly useful.
Structure and Improvisation in Creative Teaching
Author: R. Keith Sawyer
Publisher: Cambridge University Press
ISBN: 1139500341
Category : Psychology
Languages : en
Pages : 319
Book Description
With an increasing emphasis on creativity and innovation in the twenty-first century, teachers need to be creative professionals just as students must learn to be creative. And yet, schools are institutions with many important structures and guidelines that teachers must follow. Effective creative teaching strikes a delicate balance between structure and improvisation. The authors draw on studies of jazz, theater improvisation and dance improvisation to demonstrate that the most creative performers work within similar structures and guidelines. By looking to these creative genres, the book provides practical advice for teachers who wish to become more creative professionals.
Publisher: Cambridge University Press
ISBN: 1139500341
Category : Psychology
Languages : en
Pages : 319
Book Description
With an increasing emphasis on creativity and innovation in the twenty-first century, teachers need to be creative professionals just as students must learn to be creative. And yet, schools are institutions with many important structures and guidelines that teachers must follow. Effective creative teaching strikes a delicate balance between structure and improvisation. The authors draw on studies of jazz, theater improvisation and dance improvisation to demonstrate that the most creative performers work within similar structures and guidelines. By looking to these creative genres, the book provides practical advice for teachers who wish to become more creative professionals.