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008 100301s2008 ne | s |||| 0|eng d
020 |a9781402059933|9978-1-4020-5993-3
024 7 |a10.1007/1-4020-5993-0|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB1705-2286
072 7|aJNMT|2bicssc
072 7|aEDU053000|2bisacsh
072 7|aJNMT|2thema
082 04|a370.711|223
090 |aDK/12691
100 1 |aBerry, Amanda.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aTensions in Teaching about Teaching|h[electronic resource] :|bUnderstanding Practice as a Teacher Educator /|cby Amanda Berry.
250 |a1st ed. 2008.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2008.
300 |aXXI, 184 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aSelf-Study of Teaching and Teacher Education Practices,|x2215-1850 ;|v5
505 0 |aContexts Of The Study -- Beginning To Research My Practice -- Teacher Educators Studying Their Work -- Developing A Research Approach -- Tensions as a Framework for Learning About Practice in Teacher Education -- Exploring The Tensions Of Practice -- Telling and Growth -- Confidence and Uncertainty -- Action and Intent -- Safety and Challenge -- Planning and Being Responsive -- Valuing and Reconstructing Experience -- Revisiting and Summarising The Tensions -- Learning From Teaching About Teaching -- Becoming a Teacher Educator.
520 |aThis series in Teacher Education: Self-study of Teacher Education Practices (S-STEP) has been created in order to offer clear and strong examples of self-study of teaching and teacher education practices. It explicitly values the work of teachers and teacher educators and through the research of their practice, offers insights into new ways of encouraging educational change. The series is designed to complement the Inter- tional Handbook of Self-study of Teaching and Teacher Education practices (Loughran, Hamilton, LaBoskey, & Russell, 2004) and as such, helps to further define this important field of teaching and research. Self-study of teaching and teacher education practices has become an important ‘way in’to better understanding the complex world of teaching and learning about teaching. The questions, issues and concerns, of teacher educators in and of their own practice are dramatically different to those raised by observers of the field. Hence, self-study can be seen as an invitation to teacher educators to more meani- fully link research and practice in ways that matter for their pedagogy and, as a consequence, their students’learning about pedagogy.
650 0|aTeachers|xTraining of.
650 0|aScience|xStudy and teaching.
650 14|aTeaching and Teacher Education.
650 24|aScience Education.
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781402059926
776 08|iPrinted edition:|z9781402087899
776 08|iPrinted edition:|z9789048113118
830 0|aSelf-Study of Teaching and Teacher Education Practices,|x2215-1850 ;|v5
856 40|uhttps://doi.org/10.1007/1-4020-5993-0
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)