大葉大學圖書館 |

Teacher educator international professional development as ren[electronic resource] /

紀錄類型:	書目-電子資源 : Monograph/item
杜威分類號:	370.711
書名/作者:	Teacher educator international professional development as ren/ by Laura Blythe Liu.
作者:	Liu, Laura Blythe.
出版者:	Berlin, Heidelberg : : Springer Berlin Heidelberg :, 2015.
面頁冊數:	xiii, 120 p. : : ill., digital ;; 24 cm.
Contained By:	Springer eBooks
標題:	Teacher educators - Training of.
標題:	Career development.
標題:	Education and globalization.
標題:	Ren.
標題:	Education.
標題:	Teaching and Teacher Education.
ISBN:	9783662469712 (electronic bk.)
ISBN:	9783662469705 (paper)
摘要、提要註:	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, and policy 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.
電子資源:	http://dx.doi.org/10.1007/978-3-662-46971-2

Teacher educator international professional development as ren[electronic resource] /
Liu, Laura Blythe.

Teacher educator international professional development as ren[electronic resource] /by Laura Blythe Liu. - Berlin, Heidelberg :Springer Berlin Heidelberg :2015. - xiii, 120 p. :ill., digital ;24 cm. - New frontiers of educational research,2195-3473. - New frontiers of educational research..

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, and policy 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.

ISBN: 9783662469712 (electronic bk.)

Standard No.: 10.1007/978-3-662-46971-2doiSubjects--Topical Terms:

626506
Teacher educators
--Training of.

LC Class. No.: LB1737.5

Dewey Class. No.: 370.711

Teacher educator international professional development as ren[electronic resource] /
LDR:03229nmm a2200325 a 4500 001 438957
003 DE-He213
005 20160104093308.0
006 m d
007 cr nn 008maaau
008 160315s2015 gw s 0 eng d
020 $a 9783662469712 (electronic bk.)
020 $a 9783662469705 (paper)
024 7 $a 10.1007/978-3-662-46971-2 $2 doi
035 $a 978-3-662-46971-2
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1737.5
072 7 $a JNMT $2 bicssc
072 7 $a EDU046000 $2 bisacsh
072 7 $a EDU024000 $2 bisacsh
082 0 4 $a 370.711 $2 23
090 $a LB1737.5 $b .L783 2015
100 1 $a Liu, Laura Blythe. $3 626505
245 1 0 $a Teacher educator international professional development as ren $h [electronic resource] / $c by Laura Blythe Liu.
260 $a Berlin, Heidelberg : $b Springer Berlin Heidelberg : $b Imprint: Springer, $c 2015.
300 $a xiii, 120 p. : $b ill., digital ; $c 24 cm.
490 1 $a New frontiers of educational research, $x 2195-3473
520 $a 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, and policy 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 $a Teacher educators $x Training of. $3 626506
650 0 $a Career development. $3 195750
650 0 $a Education and globalization. $3 376320
650 0 $a Ren. $3 626507
650 1 4 $a Education. $3 343011
650 2 4 $a Teaching and Teacher Education. $3 463989
710 2 $a SpringerLink (Online service) $3 463450
773 0 $t Springer eBooks
830 0 $a New frontiers of educational research. $3 602837
856 4 0 $u http://dx.doi.org/10.1007/978-3-662-46971-2
950 $a Humanities, Social Sciences and Law (Springer-11648)