Teacher Educator International Professional Development as Ren [electronic resource] / by Laura Blythe Liu.
Erişim Adresi
ISBN
9783662469712
Dil Kodu
İngilizce
Yer Numarası
DK/14311
Yazar
Basım Bildirimi
1st ed. 2015.
Yayın Bilgisi
Berlin, Heidelberg : Springer Berlin Heidelberg : Imprint: Springer, 2015.
Fiziksel Niteleme
XIII, 120 p. 3 illus. online resource.
Dizi
New Frontiers of Educational Research, 2195-349X
İçindekiler Notu
Conceptualizing Achievement in an Era of Globalization -- Teacher Educator International Professional Development -- Aesthetic Narrative Inquiry -- ntegrity as Complementary Contrasts -- Teacher Educator International Professional Development as仁 (ren) -- Global Implications for Evolving Conceptions of Achievement.
Özet, vb.
Teacher-educator international professional development involves personal and professional, research- and practice-oriented, and pragmatic and aesthetic growth. This text encourages teacher educators to explore this work as Ren, or benevolent human beings, in cultivating global professional communities. As faculties engage in Ren as a vital 21st century form of development, new insights may emerge for how to revive and apply this concept in our changing global society. This text begins by discussing evolving concepts of achievement in an era of globalization, contrasting comparative conquest with global notions of relational integrity. Evolving aspects of achievement in 21st century China are also included. The text goes on to explore aspects of 21st century teacher quality and professional development, before presenting a theoretical framework for the international professional development of teacher education faculties as a process of becoming professional individuals, research-based practitioners, and aesthetic engineers. Narrative inquiry, including the aesthetic approach employed in this text, is described as the research method used to explore the development of 15 faculty participants in this text’s case study of one teacher education research center at a Chinese university. Findings from the author’s two-year immersion at the research site involve three overarching “complementary contrasts,” or “tensions held in balance,” across the 15 faculties in this study. These tensions included harmonizing (1) community and individuality, (2) adaptability and expression, and (3) authority and compassion. The findings are discussed in light of the original theoretical framework for teacher-educator international professional development by integrating participant interviews, research publications, and further observations into current academic discourse. The text concludes by offering implications for teacher-education practice, research, andpolicy for China, and other countries including the U.S., and suggests how the findings connect to global academic discourses on teacher-educator professional development across international settings. .
Konu
Teachers __ Training of.
Teaching and Teacher Education.
Teaching and Teacher Education.
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
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245 10|aTeacher Educator International Professional Development as Ren|h[electronic resource] /|cby Laura Blythe Liu.
250 |a1st ed. 2015.
264 1|aBerlin, Heidelberg :|bSpringer Berlin Heidelberg :|bImprint: Springer,|c2015.
300 |aXIII, 120 p. 3 illus.|bonline resource.
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490 1 |aNew Frontiers of Educational Research,|x2195-349X
505 0 |aConceptualizing Achievement in an Era of Globalization -- Teacher Educator International Professional Development -- Aesthetic Narrative Inquiry -- ntegrity as Complementary Contrasts -- Teacher Educator International Professional Development as仁 (ren) -- Global Implications for Evolving Conceptions of Achievement.
520 |aTeacher-educator international professional development involves personal and professional, research- and practice-oriented, and pragmatic and aesthetic growth. This text encourages teacher educators to explore this work as Ren, or benevolent human beings, in cultivating global professional communities. As faculties engage in Ren as a vital 21st century form of development, new insights may emerge for how to revive and apply this concept in our changing global society. This text begins by discussing evolving concepts of achievement in an era of globalization, contrasting comparative conquest with global notions of relational integrity. Evolving aspects of achievement in 21st century China are also included. The text goes on to explore aspects of 21st century teacher quality and professional development, before presenting a theoretical framework for the international professional development of teacher education faculties as a process of becoming professional individuals, research-based practitioners, and aesthetic engineers. Narrative inquiry, including the aesthetic approach employed in this text, is described as the research method used to explore the development of 15 faculty participants in this text’s case study of one teacher education research center at a Chinese university. Findings from the author’s two-year immersion at the research site involve three overarching “complementary contrasts,” or “tensions held in balance,” across the 15 faculties in this study. These tensions included harmonizing (1) community and individuality, (2) adaptability and expression, and (3) authority and compassion. The findings are discussed in light of the original theoretical framework for teacher-educator international professional development by integrating participant interviews, research publications, and further observations into current academic discourse. The text concludes by offering implications for teacher-education practice, research, andpolicy for China, and other countries including the U.S., and suggests how the findings connect to global academic discourses on teacher-educator professional development across international settings. .
650 0|aTeachers|xTraining of.
650 14|aTeaching and Teacher Education.
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9783662469705
776 08|iPrinted edition:|z9783662469729
776 08|iPrinted edition:|z9783662516485
830 0|aNew Frontiers of Educational Research,|x2195-349X
856 40|uhttps://doi.org/10.1007/978-3-662-46971-2
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
001 813066
003 TR_AnAIT
005 20260130231951
007 cr nn 008mamaa
008 150526s2015 gw | s |||| 0|eng d
020 |a9783662469712|9978-3-662-46971-2
024 7 |a10.1007/978-3-662-46971-2|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/14311
100 1 |aLiu, Laura Blythe.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aTeacher Educator International Professional Development as Ren|h[electronic resource] /|cby Laura Blythe Liu.
250 |a1st ed. 2015.
264 1|aBerlin, Heidelberg :|bSpringer Berlin Heidelberg :|bImprint: Springer,|c2015.
300 |aXIII, 120 p. 3 illus.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aNew Frontiers of Educational Research,|x2195-349X
505 0 |aConceptualizing Achievement in an Era of Globalization -- Teacher Educator International Professional Development -- Aesthetic Narrative Inquiry -- ntegrity as Complementary Contrasts -- Teacher Educator International Professional Development as仁 (ren) -- Global Implications for Evolving Conceptions of Achievement.
520 |aTeacher-educator international professional development involves personal and professional, research- and practice-oriented, and pragmatic and aesthetic growth. This text encourages teacher educators to explore this work as Ren, or benevolent human beings, in cultivating global professional communities. As faculties engage in Ren as a vital 21st century form of development, new insights may emerge for how to revive and apply this concept in our changing global society. This text begins by discussing evolving concepts of achievement in an era of globalization, contrasting comparative conquest with global notions of relational integrity. Evolving aspects of achievement in 21st century China are also included. The text goes on to explore aspects of 21st century teacher quality and professional development, before presenting a theoretical framework for the international professional development of teacher education faculties as a process of becoming professional individuals, research-based practitioners, and aesthetic engineers. Narrative inquiry, including the aesthetic approach employed in this text, is described as the research method used to explore the development of 15 faculty participants in this text’s case study of one teacher education research center at a Chinese university. Findings from the author’s two-year immersion at the research site involve three overarching “complementary contrasts,” or “tensions held in balance,” across the 15 faculties in this study. These tensions included harmonizing (1) community and individuality, (2) adaptability and expression, and (3) authority and compassion. The findings are discussed in light of the original theoretical framework for teacher-educator international professional development by integrating participant interviews, research publications, and further observations into current academic discourse. The text concludes by offering implications for teacher-education practice, research, andpolicy for China, and other countries including the U.S., and suggests how the findings connect to global academic discourses on teacher-educator professional development across international settings. .
650 0|aTeachers|xTraining of.
650 14|aTeaching and Teacher Education.
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9783662469705
776 08|iPrinted edition:|z9783662469729
776 08|iPrinted edition:|z9783662516485
830 0|aNew Frontiers of Educational Research,|x2195-349X
856 40|uhttps://doi.org/10.1007/978-3-662-46971-2
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
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