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Emerging As a Teacher (Investigating Schooling) ePub download

by Robert V. Bullough

  • Author: Robert V. Bullough
  • ISBN: 0415038626
  • ISBN13: 978-0415038621
  • ePub: 1793 kb | FB2: 1595 kb
  • Language: English
  • Category: Schools & Teaching
  • Publisher: Routledge (February 1, 1992)
  • Pages: 240
  • Rating: 4.4/5
  • Votes: 981
  • Format: doc mbr mobi txt
Emerging As a Teacher (Investigating Schooling) ePub download

Emerging as a Teacher book. Emerging As a Teacher (Investigating Schooling). 0415038626 (ISBN13: 9780415038621).

Emerging as a Teacher book.

oceedings{AA, title {Emerging As a Teacher}, author {Robert V. Bullough and J. Gary Knowles and Nedra A. Crow and Gerald Grace and Martin Lawn}, year {1992} }. Crow and Gerald Grace and Martin Lawn}, year {1992} . In this study, the authors chart this process through the case histories of six teachers, involved with children between the ages of 5 and 18, in their first year in the classroom. Through a combination of interviews and extensive observation of the teachers at work, they.

Emerging as a teacher. RV Bullough, JG Knowles, NA Crow. Being and becoming a mentor: School-based teacher educators and teacher educator identity. First-year teacher: A case study. Teachers College Press, 1989. RV Bullough Jr. Teaching and teacher education 21 (2), 143-155, 2005.

As teachers, we often have to deal with bullying throughout our careers. But what is it? Generally, bullying can be described as repeated aggressive behaviour characterized by a power imbalance and the intent to cause harm. Students who are bullied often feel threatened and powerless.

Investigating the learning process of educators who adopt formative assessment as practice. Professional learning communities have also been used beyond the traditional school-wide context as a strategy to support (a) professional learning through school-university partnerships bringing together educators, as well as staff across school-district lines, and college faculty (Bullough & Baugh, 2008); and (b) pre- service teacher learning through collaborative inquiry with mentor teachers and college faculty (Rigelman & Ruben, 2012).

Robert V. Bullough Jr. is Professor of Teacher Education and Associate Director of the Center for the . is Professor of Teacher Education and Associate Director of the Center for the Improvement of Teacher Education and Schooling at Brigham Young University. His previous books include Stories of the Eight-Year Study: Reexamining Secondary Education in America (coauthored with Craig Kridel), also published by SUNY Press.

Let’s make a movie: Investigating pre-service teachers’ reflections on using video-recorded role playing cases in Turkey. Understanding pre-service teachers’ emerging practices through their analyses of a multimedia case study of practice. Teaching and Teacher Education, 27, 95–106. CrossRefGoogle Scholar. Koster, . Brekelmans, . Korthagen, . & Wubbels, T. (2005). Journal of Mathematics Teacher Education, 5, 235–263. doi: 1. 023/A:1019847825912. McCrindle, . & Christensen, C. (1995).

Discover Book Depository's huge selection of Robert V Bullough books online. Schooling, Democracy, and the Quest for Wisdom. Emerging as a Teacher. Free delivery worldwide on over 20 million titles. Jr. Robert V. Bullough.

Электронная книга "Counternarratives: Studies of Teacher Education and Becoming and Being a Teacher", Robert V. Bullough J. .Эту книгу можно прочитать в Google Play Книгах на компьютере, а также на устройствах Android и iOS. Выделяйте текст, добавляйте закладки и делайте заметки, скачав книгу "Counternarratives: Studies of Teacher Education and Becoming and Being a Teacher" для чтения в офлайн-режиме.

There is a great difference between doing a teacher's job and actually seeing oneself as a teacher, and all too often teachers in their first years after qualification are left to flounder in search of a workable identity. In this study, the authors chart this process through the case histories of six teachers, involved with children between the ages of 5 and 18, in their first year in the classroom. Through a combination of interviews and extensive observation of the teachers at work, they examine those factors in the experience and context of teaching and in the preconceptions which young teachers bring to the job which help to make their growth into the role of teacher easier or more difficult. The resulting account will give students in initial training an understanding of the journey upon which they are embarked and help more experienced teachers to reflect upon their own development. It will also give those involved in teacher education a foundation on which to build a more sensitive system of training in which problems are recognized and young teachers are supported in the development of an image that works for them.
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