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EbookBell Team
4.7
26 reviews
ISBN 10: 140203346X
ISBN 13: 9781402033469
Author: G. Hoban
Rather than promote a single teacher education design, this book discusses new ways to think about the problem. Key to such thinking is considering teacher education not independent elements but as a combination of links. This book offers four key links: conceptual ties across the university curriculum; theory-practice links between school and university settings; social-cultural links among the participants; and personal links that shape the identity of teacher educators.
Developing a Multi-linked Conceptual Framework for Teacher Education Design
Conceptual Links Across the University Curriculum
Principled Practice in Teacher Education
Evolution from a Problem-Based to a Project-Based Secondary Teacher Education Program: Challenges, Dilemmas and Possibilities
On Discernment: The Wisdom of Practice and the Practice of Wisdom in Teacher Education
Re-Organising and Integrating the Knowledge Bases of Initial Teacher Education: The Knowledge Building Community Program
Teacher Education for the Middle Years of Schooling: Making Connections between Fields of Knowledge, Educational Policy Reforms and Pedagogical Practice
Theory-Practice Links between School and University Settings
Innovation and Change in Teacher Education: An Inquiring, Reflective, Collaborative Approach
Using the Practicum in Preservice Teacher Education Programs: Strengths and Weaknesses of Alternative Assumptions about the Experiences of Learning to Teach
Who Stays in Teaching and Why?: A Case Study of Graduates from the University of Kansas’ 5th-Year Teacher Education Program
Social-Cultural Links amongst Participants in the Program
Constructing and Sustaining Communities of Inquiry in Teacher Education
Developing a Culture of Critique in Teacher Education Classes
Community-Building and Program Development go Hand-in-Hand: Teachers Educators Working Collaboratively
Personal Links that Shape the Identity of Teacher Educators
The Quest for Identity in Teaching and Teacher Education
Identity Development, Moral Authority and the Teacher Educator
Conclusion
Using a Multi-Linked Conceptual Framework to Promote Quality Learning in a Teacher Education Program
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Tags: G Hoban, Teacher Education, Design, Conceptual Framework, Self Study, Teaching Practices
