Anja Swennen, Marcel van der Klink's Becoming a Teacher Educator: Theory and Practice for Teacher PDF

February 2, 2018 | Certification Development | By admin | 0 Comments

By Anja Swennen, Marcel van der Klink

ISBN-10: 1402088736

ISBN-13: 9781402088735

ISBN-10: 1402088744

ISBN-13: 9781402088742

Becoming a instructor Educator is a powerful publication for instructor educators who are looking to turn into engaged within the most up-to-date perspectives and practices in their career. it's the first ebook that addresses quite a number very important subject matters regarding the paintings of instructor educators, the induction of instructor educators and their extra expert improvement.

Becoming a instructor Educator has a pragmatic concentration and it presents theoretical insights, reviews of specialists and sensible thoughts.

The e-book is rooted within the organization of instructor schooling in Europe (ATEE) and plenty of of the chapters are written via authors who're energetic contributors of the ATEE. distinct researchers and practitioners from diverse elements of Europe, and past, joined their efforts to write down a publication that's actually overseas and combines examine, perform and mirrored image.

Becoming a instructor Educator is vital analyzing for amateur instructor educators in addition to skilled instructor educators who are looking to stay alongside of the newest insights of their occupation. This ebook presents a advisor in case you supervise or trainer amateur or veteran instructor educators, and for varied execs who endure accountability for the pro improvement of instructor educators.

"There is a turning out to be want for evidence-based assets made on hand to (future) instructor educators. due to the fact a studying society calls for new units of talents of the most actors, we're such a lot in wish of an expert instructor educators that help the pro improvement in their (student) academics. This publication matches the particular demands."

(Dr. Joost Lowyck, Professor Emeritus, former director of the trainer schooling Institute, Leuven University).

"This is an unique e-book in an important zone. The editors outline the concept that of ‘teacher educator’ broadly and that i imagine, for that reason, that the booklet is appropriate for faculties, larger schooling, and schooling specialists of every kind. The authorship and topic have broad relevance throughout Europe, Australasia and North America." (Prof. Bob Moon, Professor in schooling instructing reports, division of schooling, Open collage, UK).

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Extra info for Becoming a Teacher Educator: Theory and Practice for Teacher Educators

Sample text

4 Recommendations on the development of, criteria for and use of indicators of teacher quality (Association of Teacher Education, 2006) ˇ M. Snoek, I. Zogla 22 promoted and supported when teachers, teacher educators and school leaders use the same frame of reference for teacher quality and the professional development of teachers. In countries with little or no autonomy for teacher education institutes, the government plays an important role in initiating or coordinating the process of defining teacher quality.

Teacher education for primary education prepares teachers who can (and have to) teach all primary school subjects, while teacher education for lower and upper secondary education educates teachers as specialist teachers, who teach one or two, and in some countries, three subjects. Again, these system characteristics will influence the flexibility for teachers and schools. For example, in the Netherlands and Latvia, schools have more autonomy to structure their curriculum. Some schools want to increase the coherence of their curriculum by creating integrated subject areas, such as science or social studies.

A particular factor in relation to the latter point has been the increased emphasis on what Davies (2003, p. 91) terms the ‘management, surveillance and control’ of individuals and professional groups in the cause of public ‘accountability’. The work of academics in all disciplines has changed and intensified because of the entrenchment of managerialism, but these discourses and practices affect those working in ‘social work’ fields such as teacher education in particular ways (for further details of this argument, see Acker & Dillabough, 2007; Murray, 2007).

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Becoming a Teacher Educator: Theory and Practice for Teacher Educators by Anja Swennen, Marcel van der Klink


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