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Handbook of research on educator preparation and professional learning[electronic resource] /

紀錄類型:	書目-電子資源 : Monograph/item
杜威分類號:	370.71/1
書名/作者:	Handbook of research on educator preparation and professional learning/ Drew Polly, Christie Martin, and Kenan Dikilitas, editors.
其他作者:	Polly, Drew,
出版者:	Hershey, Pennsylvania : : IGI Global,, [2020]
面頁冊數:	34 PDFs (xxiv, 459 p.)
標題:	Teachers - Training of.
標題:	Teachers - In-service training.
標題:	Teachers - Professional relationships.
標題:	Teaching - Vocational guidance.
ISBN:	9781522585848 (ebk.)
ISBN:	9781522585831 (hbk.)
書目註:	Includes bibliographical references and index.
內容註:	Section 1. Professional development. Chapter 1. A multimedia professional development process for teacher education and professional development ; Chapter 2. Conceptualizing characteristics of professional learning in an online environment ; Chapter 3. Personalizing professional development through the unconference: a constructivist approach ; Chapter 4. Teachers' perspectives using the instructional quality assessment as a professional development tool -- Section 2. Urban education and certification programs. Chapter 5. Embracing the inherent messiness in urban education: learning from a STEM and leadership program ; Chapter 6. The experience of learning in an alternative certification program -- Section 3. Professional development and language learning. Chapter 7. Learning while teaching: teacher candidates working with university ESL students ; Chapter 8. Exploring prospective EFL teachers' beliefs about teachers and teaching through metaphor analysis ; Chapter 9. A follow-up inquiry on the evaluation of an English language teaching master's program in Turkey ; Chapter 10. Language students' training as future teachers: a case study -- Section 4. Teacher perspectives and challenges. Chapter 11. Prospective EFL teachers' perceptions of using CALL in the classroom ; Chapter 12. Writing with emergent bilingual students: lessons from a kindergarten classroom ; Chapter 13. Teacher satisfaction, research engagement, and the conceptualization of research from in-service English teachers' perspectives ; Chapter 14. The comparison of parents' perceptions of early educators' real and ideal personality and optimism: what personality and optimism educators should have? ; Chapter 15. Latinx third graders' reading and employing activism during tumultuous times ; Chapter 16. Critical friends group and its impact on teachers and the learning process ; Chapter 17. Development or training: the matter of clinical supervision in EFL student teachers' teaching practice -- Section 5. STEM and project-based learning. Chapter 18. An authentic and sustainable STEM pre-service teacher professional development model: authentic learning experience and preparing for tomorrow's STEM professionals ; Chapter 19. What do primary teachers take away from mathematics professional development?: examining teachers' use of formative assessment ; Chapter 20. Supporting teachers' use of standards-based mathematics pedagogies: leveraging learner-centered professional development efforts ; Chapter 21. Creating sustainable project-based learning through teacher professional development.
摘要、提要註:	"This book investigates current initiatives and approaches in teacher education and professional development programs"--Provided by publisher.
電子資源:	http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-8583-1

Handbook of research on educator preparation and professional learning[electronic resource] /
Handbook of research on educator preparation and professional learning[electronic resource] /Drew Polly, Christie Martin, and Kenan Dikilitas, editors. - Hershey, Pennsylvania :IGI Global,[2020] - 34 PDFs (xxiv, 459 p.)

Includes bibliographical references and index.

Section 1. Professional development. Chapter 1. A multimedia professional development process for teacher education and professional development ; Chapter 2. Conceptualizing characteristics of professional learning in an online environment ; Chapter 3. Personalizing professional development through the unconference: a constructivist approach ; Chapter 4. Teachers' perspectives using the instructional quality assessment as a professional development tool -- Section 2. Urban education and certification programs. Chapter 5. Embracing the inherent messiness in urban education: learning from a STEM and leadership program ; Chapter 6. The experience of learning in an alternative certification program -- Section 3. Professional development and language learning. Chapter 7. Learning while teaching: teacher candidates working with university ESL students ; Chapter 8. Exploring prospective EFL teachers' beliefs about teachers and teaching through metaphor analysis ; Chapter 9. A follow-up inquiry on the evaluation of an English language teaching master's program in Turkey ; Chapter 10. Language students' training as future teachers: a case study -- Section 4. Teacher perspectives and challenges. Chapter 11. Prospective EFL teachers' perceptions of using CALL in the classroom ; Chapter 12. Writing with emergent bilingual students: lessons from a kindergarten classroom ; Chapter 13. Teacher satisfaction, research engagement, and the conceptualization of research from in-service English teachers' perspectives ; Chapter 14. The comparison of parents' perceptions of early educators' real and ideal personality and optimism: what personality and optimism educators should have? ; Chapter 15. Latinx third graders' reading and employing activism during tumultuous times ; Chapter 16. Critical friends group and its impact on teachers and the learning process ; Chapter 17. Development or training: the matter of clinical supervision in EFL student teachers' teaching practice -- Section 5. STEM and project-based learning. Chapter 18. An authentic and sustainable STEM pre-service teacher professional development model: authentic learning experience and preparing for tomorrow's STEM professionals ; Chapter 19. What do primary teachers take away from mathematics professional development?: examining teachers' use of formative assessment ; Chapter 20. Supporting teachers' use of standards-based mathematics pedagogies: leveraging learner-centered professional development efforts ; Chapter 21. Creating sustainable project-based learning through teacher professional development.

Restricted to subscribers or individual electronic text purchasers.

"This book investigates current initiatives and approaches in teacher education and professional development programs"--Provided by publisher.

ISBN: 9781522585848 (ebk.)Subjects--Topical Terms:

336905
Teachers
--Training of.

LC Class. No.: LB1707 / .I5455 2020e

Dewey Class. No.: 370.71/1

Handbook of research on educator preparation and professional learning[electronic resource] /
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