Case-based Learning and the Construction of Professional Practical Knowledge in Teacher Education
Author | : Colin T. Bishop |
Publisher | : |
Total Pages | : 866 |
Release | : 2001 |
Genre | : Case-based reasoning |
ISBN | : |
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Author | : Colin T. Bishop |
Publisher | : |
Total Pages | : 866 |
Release | : 2001 |
Genre | : Case-based reasoning |
ISBN | : |
Author | : Todd Stanley |
Publisher | : Routledge |
Total Pages | : 106 |
Release | : 2021-09-03 |
Genre | : Education |
ISBN | : 1000490866 |
Case Studies and Case-Based Learning brings authentic, real-world learning to the classroom and:
Author | : Javier Calvo de Mora |
Publisher | : Routledge |
Total Pages | : 264 |
Release | : 2014-06-05 |
Genre | : Education |
ISBN | : 1317803337 |
In Practical Knowledge in Teacher Education, expert contributors from across Asia and Europe explore and reflect upon the innovation and creativity in teacher education programs. Specific focus is given to the internships that provide students an opportunity for intensive, hands-on experience in schools. Different approaches to internship provide comprehensive information on a diversity of ways of organising and managing internship programmes within teacher education courses, and equip future teachers with real-world knowledge within a global context. This book focuses on approaches to internship in teacher education programmes in Europe and Asia. It explores the idea that a consideration of the rich variation in approaches and experience across Eurasia will foreground critical aspects of successful internship. Each chapter provides a different focus from Asian and European perspectives on aspects of the teacher education practicum or internship, and what can be learned from school placement. This book is an invaluable resource for all those involved in teacher education, educational policy and anyone who has a stake in ensuring effective teacher education for the 21st century. It offers a far reaching overview of the teacher internship phase across a number of countries, and contributes to identifying distinctive features of teacher education in European and Asian universities.
Author | : |
Publisher | : BRILL |
Total Pages | : 257 |
Release | : 2008-01-01 |
Genre | : Education |
ISBN | : 9087906064 |
This is a book for everyone trying to improve teacher education. Based on experiences primarily in Sweden, three models for assessment of student achievements are analysed: the small thesis model, the portfolio model and the case based model. What are the characteristics of these types and how could they be understood in a broader perspective?
Author | : Mary R. Sudzina |
Publisher | : Allyn & Bacon |
Total Pages | : 260 |
Release | : 1999 |
Genre | : Education |
ISBN | : |
This book shares the personal stories of fifteen talented educators, their successes, shortcomings, and growing pains about teaching with case studies in 12 different content areas. Case studies are slices of life which illustrate a myriad of dilemmas from moral issues to classroom management. Teaching with cases can offer educators a variety of opportunities to expand and extend their teaching skills, problem solving abilities, and grasp of contemporary issues in classrooms today. Case discussions also offer a window into pre-service, in-service or graduate students' experiences, opinions, perceptions, or misconceptions of educational dilemmas. Resources, examples, assignments, and cases are included. For any pre-service or in-service teacher.
Author | : Choon Lang Gwendoline Quek |
Publisher | : Springer Nature |
Total Pages | : 243 |
Release | : 2023-01-02 |
Genre | : Education |
ISBN | : 9811951357 |
This book collects case studies in design and application of technology-mediated case-based learning models in higher education. It provides a much-needed, updated synthesis of recent research and application of technology-mediated case-based learning across disciplines within higher education. The book does not only provide a broad perspective and deep understanding on the designs and instructional applications of technology-mediated case-based learning models, but also inspire more interest in adopting or inventing new situated case-based learning models in the context of higher education.
Author | : James Raths |
Publisher | : IAP |
Total Pages | : 188 |
Release | : 2005-06-01 |
Genre | : Education |
ISBN | : 1607528134 |
The field of education generally, and teacher education particularly, is experiencing some general disquiet with traditional approaches to the identification and classification of knowledge. Formal research studies, long the source of the knowledge base of teaching, is discredited by new ideologies that are based in the women's movement, the multiculturalists, and persons taken up with newer research strategies called naturalistic, ethnographic, or case study approaches. The book is a collection of essays that rehearses the issues facing the field, and addresses them in forthright fashion.
Author | : Elizabeth F. Barkley |
Publisher | : John Wiley & Sons |
Total Pages | : 455 |
Release | : 2014-07-22 |
Genre | : Education |
ISBN | : 1118761677 |
A guide to thirty-five creative assignments for pairs and groups Collaborative Learning Techniques is the bestseller that college and university faculty around the world have used to help them make the most of small group learning. A mountain of evidence shows that students who learn in small groups together exhibit higher academic achievement, motivation, and satisfaction than those who don't. Collaborative learning puts into practice the major conclusion from learning theory: that students must be actively engaged in building their own minds. In this book, the authors synthesize the relevant research and theory to support thirty-five collaborative learning activities for use in both traditional and online classrooms. This second edition reflects the changed world of higher education. New technologies have opened up endless possibilities for college teaching, but it's not always easy to use these technologies effectively. Updated to address the challenges of today's new teaching environments, including online, "flipped," and large lectures, Collaborative Learning Techniques is a wonderful reference for educators who want to make the most of any course environment. This revised and expanded edition includes: Additional techniques, with an all-new chapter on using games to provide exciting, current, technologically-sophisticated curricula A section on effective online implementation for each of the thirty-five techniques Significantly expanded pedagogical rationale and updates on the latest research showing how and why collaborative learning works Examples for implementing collaborative learning techniques in a variety of learning environments, including large lecture classes and "flipped" classes Expanded guidance on how to solve common problems associated with group work The authors guide instructors through all aspects of group work, providing a solid grounding in what to do, how to do it, and why it is important for student learning. The detailed procedures in Collaborative Learning Techniques will help teachers make sure group activities go smoothly, no matter the size or delivery method of their classes. With practical advice on how to form student groups, assign roles, build team spirit, address unexpected problems, and evaluate and grade student participation, this new edition of the international classic makes incorporating effective group work easy.
Author | : Flávia Vieira |
Publisher | : Peter Lang |
Total Pages | : 200 |
Release | : 2009 |
Genre | : Language and languages |
ISBN | : 9783631580394 |
Pedagogy for autonomy is a continuous struggle for transformative and empowering education. That struggle entails reflecting on what fosters or hinders teacher and learner development, acting towards challenging and reshaping oppressive forces and circumstances, and being willing to deal with complexity, uncertainty and risk-taking, without losing one's hopes and ideals. Our main purpose is to present and discuss ways in which critical reflecting, acting, and being emerge in contexts of teaching and/or teacher education, not as realisations of a grand theory of pedagogy for autonomy, but rather as local, idiosyncratic struggles to grasp and enhance the meanings that autonomy may (not) take in diverse educational settings. Although from different angles, the chapters highlight the central role of teacher and learner development as interrelated aspects of pedagogy for autonomy in language education.