| Description |
1 online resource (xiii, 273 pages) : illustrations |
| Bibliography |
Includes bibliographical references (pages 237-265) and index. |
| Note |
Print version record. |
| Contents |
Chapter Introduction -- chapter 1 Teacher Education and the Development of Professional Identity: Learning to be a Teacher -- chapter 2 Teacher Learning and the Theory of Variation -- chapter 3 Areas of Professional Research: A Proposal for Organising the Content of Teacher Education -- chapter 4 How to Affect the Quality of Teacher Education: A Four-Year Policy-Driven Project Implemented at University Level -- chapter 5 Learning from the Conversation of New Teachers -- chapter 6 Inside Teacher Community: Representations of Classroom Practice -- chapter 7 The Contemporary Basic Values of School: "The Emperor's new Clothes"? -- chapter 8 Exploring the Landscape of Teachers' Tacitly Implied Ethics: An Aristotelian Uncovering -- chapter 9 Cultural Scaffolding: The Arts and Crafts Teacher's Mediation with Her Students with Behavioural Problems -- chapter 10 What is Actually Happening in Secondary Classrooms? The Rhetoric and Reality of Curricular Reform -- chapter 11 Students' Voices at a Portuguese University: Academic Motivation and its Relationship with Academic Success -- chapter 12 Discourse Dissonance in University Policy Concerning Intellectual Property -- chapter 13 When Angels Dance With Devils: What is Sacred and Profane in the University? -- chapter 14 Listening to Students' Voices: Self Study of Teacher Education Practice -- chapter 15 Doctoral Degree Assessment Criteria: Towards Transparency through Exploring Teacher Thinking -- chapter 16 The Challenge to be the Best: Research and the Teacher -- chapter 17 Tertiary Teacher Development: Connecting Policy, Personal Theory and Practice -- chapter 18 Collaboration in Cross-National Networks for Teacher Professional Development -- chapter 19 Dilemmas of Democratic Education -- chapter 20 When the Best Maps Cannot Guide Us: Exploring and Understanding Teacher Vulnerability -- chapter 21 Teacher and Student Identities as Situated Cognitions -- chapter 22 On a Pedagogy of Research Problems -- chapter 23 Shared Fundamental Democratic Values by Means of Education? A Deweyan Perspective on Some Democratic Illusions and Necessities -- chapter 24 Confronting the Person in Biographical Interviews -- chapter 25 Teachers Becoming Researchers: Reflections on Professional Development. |
| Subject |
Education -- Congresses.
|
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Teaching -- Congresses.
|
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Teachers -- Training of -- Congresses.
|
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EDUCATION -- Organizations & Institutions.
|
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Teaching.
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Teachers -- Training of.
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Education.
|
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Education. (OCoLC)fst00902499
|
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Teachers -- Training of.
(OCoLC)fst01144404
|
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Teaching. (OCoLC)fst01144565
|
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Bildungsreform. (DE-588)4006672-1
|
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Kongress. (DE-588)4130470-6
|
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Lehrerbildung. (DE-588)4035093-9
|
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Faro (Algarve, 2003)
|
| Genre/Form |
Conference papers and proceedings.
|
| Added Author |
Denicolo, Pam.
|
|
Kompf, Michael.
|
| Other Form: |
Print version: Connecting policy and practice. London : Routledge, 2005 (DLC) 2004051456 |
| Standard No. |
10.4324/9780203012529 doi |
| ISBN |
0203012526 (electronic bk.) |
|
9780203012529 (electronic bk.) |
|
0415362245 (Cloth) |
|
9786610267569 |
|
6610267561 |
|
9780415362245 |
|
0415362245 |
|
1134232225 |
|
9781134232222 |
|
