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Documentos en la biblioteca con la clasificación 370.711 (284)
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Título : 101 Scaffolding Techniques for Language Teaching and Learning Tipo de documento: documento electrónico Autores: Lee Fields, Donna ; Marsh, David, Editorial: Ediciones Octaedro, S.L. Fecha de publicación: 2017 Número de páginas: 1 recurso en línea (140 páginas) ISBN/ISSN/DL: 9788499219165 Palabras clave: Teachers Training of. Education Bilingual. Languages Modern Study and teaching. Educación bilingüe. Docente. Clasificación: 370.711 Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/62004 101 Scaffolding Techniques for Language Teaching and Learning [documento electrónico] / Lee Fields, Donna ; Marsh, David, . - Ediciones Octaedro, S.L., 2017 . - 1 recurso en línea (140 páginas).
ISBN : 9788499219165
Palabras clave: Teachers Training of. Education Bilingual. Languages Modern Study and teaching. Educación bilingüe. Docente. Clasificación: 370.711 Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/62004
Título : A Companion to Research in Teacher Education Tipo de documento: documento electrónico Autores: Peters, Michaela, ; Cowie, Bronwen, ; Menter, Ian, Mención de edición: 1 ed. Editorial: Singapore [Malasya] : Springer Fecha de publicación: 2017 Número de páginas: XIX, 850 p. 33 ilustraciones ISBN/ISSN/DL: 978-981-10-4075-7 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Docente Educación profesional Educación vocacional Educación y estado Educación internacional Educación comparada Enseñanza y formación docente Educación profesional y vocacional Política y política educativa Educación internacional y comparada Clasificación: 370.711 Resumen: Este Compañero de última generación reúne y evalúa la investigación existente disponible sobre la formación docente y proporciona directrices claras sobre direcciones futuras. Aborda una necesidad importante en una colección que será valiosa para docentes, formadores de docentes, formuladores de políticas y políticos. Ha habido poca investigación sostenida, a largo plazo o sistemática para brindar apoyo empírico a los aspectos generales de la política de formación docente, en gran parte porque dicha investigación ha carecido crónicamente de financiación insuficiente y se ha basado en el conocimiento tradicional de los profesionales. Muchos de los cambios en la formación docente son polémicos y, sin embargo, están ocurriendo en rápida sucesión. Estas políticas y movimientos tienen importantes consecuencias para la educación, la calidad de los docentes y el futuro de la profesión docente. Al mismo tiempo, las políticas e iniciativas que respaldan estos cambios parecen estar basadas más en ideología, intereses comerciales y tradición que en investigaciones y hallazgos empíricos. La naturaleza, la calidad y la eficacia de la preparación docente se han convertido cada vez más en un foco central de las políticas educativas en todo el mundo en un debate ferozmente discutido entre gobiernos, grupos de expertos, agencias de políticas mundiales, investigadores en educación y organizaciones de docentes. . Nota de contenido: 1 Introduction -- Section 1 Becoming a Teacher: Teacher Education and Professionalism -- 2 Developing the thoughtful practitioner -- 3 Variations in the Conditions for Teachers' Professional Learning and Development: Teacher Development, Retention and Renewal over a Career -- 4 Clinical Praxis Exams: Linking Academic Study with Professional Practice Knowledge -- 5 A role of doing philosophy in a Humanistic approach to teacher education -- 6 The development of accomplished teaching -- Section 2 Initial Teacher Education -- 7 Towards a principled approach for school-based teacher educators: Lessons from research -- 8 The Strathclyde Literacy Clinic: Developing student teacher values, knowledge and identity as inclusive practitioners -- 9 You teach who you are until the Government comes to Class: A study of 28 Literacy teacher educators in four countries -- 10 Clinical Practice in Education: Towards a Conceptual Framework -- 11 Initial Teacher Education in Ireland: A Case Study -- 12 Doing harm to educational knowledge: The struggle over teacher education in Sweden and Norway -- 13 The pre-service education of disability pedagogues in Norway: Maximising social pedagogic ambition -- Section 3 Teacher Education, Partnerships and Collaboration -- 14 Repositioning, embodiment and the experimental space: Refiguring student-teacher partnerships in teacher education -- 15 Redesigning Authentic Collaborative Practicum Partnerships: Learnings from case studies form two New Zealand Universities -- 16 Researching the intersection of program supervision and field placements: Interactional Ethnographic telling cases of reflexive decision-making process -- 17 Networked teaching and learning for life-long professional development -- 18 Teacher agency and professional learning communities: What can learning rounds in Scotland teach us? -- 19 Supporting mentoring and assessment in practicum settings: A new professional development approach for school-based teacher educators -- 20 The possibilities for practitioner and organizational learning offered by a school-university research partnership -- 21 A QUEST for sustainable continuing professional development -- Section 4 Global Education Reform and Teacher Education -- 22 Teachers, curriculum and the neoliberal imaginary of education -- 23 Re-casting teacher effectiveness approaches to teacher education -- 24 The paradox of teacher agency in a glocalised world -- 25 The Marketization of Teacher Education: Threat or Opportunity? -- 26 Postfeminist Educational Media Panics, Girl Power and the Problem/Promise of 'Successful Girls' -- 27 Helping teachers and school leaders to become extra-critical of global education reform -- Section 5 Teacher Education as a Public Good -- 28 Quality of Education and the Poor: Constraints on Learning -- 29 The Future of Teacher Education: Evidence, Competence or Wisdom? -- 30 Attracting, preparing and retaining teachers in high need areas: A science as inquiry model of teacher education -- 31 Teacher education, researchand migrant children -- 32 Reforming teacher education in England: 'An economy of discourses of truth' -- 33 Teacher educators' responsibility to prepare candidates for classroom realities -- 34 Complexity and Learning: Implications for Teacher Education -- 35 The prevailing logic of teacher education: Privileging the practical in Australia, England and Scotland -- Section 6 Research, Institutional Evaluation and Evidence-based Research -- 36 On the role of philosophical work in research in teacher education -- 37 Relational Expertise: A cultural-historical approach to teacher education -- 38 Researching teacher education policy: A case study from Scotland -- 39 Researching practice as education and reform -- 40 Representing teaching within high-stakes teacher performance assessments -- 41 Research and the undermining of teacher education -- 42 The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education -- 43 The place of research in teacher education? An analysis of the Australian Teacher Education Ministerial Advisory Group report Action Now: Classroom Ready Teachers -- 44 Educating the educators: Policies and initiatives in European teacher education -- 45 Making connections in the UK and Australia: Research, teacher education and educational improvement -- Section 7 Pedagogy in Action -- 46 'If I could not make a difference why would I be a teacher?' Teaching English as an Additional Language and the quest for social justice -- 47 Imperatives for Teacher Education: Findings from Studies of Effective Teaching and English Language Learners -- 48 University coursework and school experience: The challenge to amalgamate learning -- 49 Co-configuring Design Elements and Quality Aspects in Teacher Education: A Research Agenda -- 50 Theorising teacher practice with technology: Implications for teacher education research -- 51 Capturing Science PCK through Students' experiences -- 52 Teacher sense-making in school based curriculum development through critical collaborative professional enquiry -- 53 Flows of knowledge in teaching teams: A collaborative approach to research in early childhood education -- 54 Conquering content: A key to promoting self-efficacy in primary science teaching -- 55 Mentoring of Newly Qualified Teachers in the Educational Sense -- 56 Building Teacher Confidence in Inquiry and Assessment: Experiences from a pan-European collaboration. Tipo de medio : Computadora Summary : This state-of-the-art Companion assembles and assesses the extant research available on teacher education and provides clear guidelines on future directions. It addresses an important need in a collection that will be of value for teachers, teacher educators, policymakers and politicians. There has been little sustained, long-term or systematic research to provide empirical support for the broad aspects of teacher education policy, largely because such research has been chronically underfunded and based on traditional practitioner knowledge. Many of the changes to teacher education are contentious and yet are occurring in rapid succession. These policies and movements have important consequences for education, teacher quality and the future of the teaching profession. At the same time, the policies and initiatives that support these changes seem to be based more on ideology, business interests and tradition than on research and empirical findings. The nature, quality and effectiveness of teacher preparation have increasingly become a central focus for education policy worldwide in a fiercely argued debate among governments, think-tanks, world policy agencies, education researchers and teacher organisations. . Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] A Companion to Research in Teacher Education [documento electrónico] / Peters, Michaela, ; Cowie, Bronwen, ; Menter, Ian, . - 1 ed. . - Singapore [Malasya] : Springer, 2017 . - XIX, 850 p. 33 ilustraciones.
ISBN : 978-981-10-4075-7
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: Docente Educación profesional Educación vocacional Educación y estado Educación internacional Educación comparada Enseñanza y formación docente Educación profesional y vocacional Política y política educativa Educación internacional y comparada Clasificación: 370.711 Resumen: Este Compañero de última generación reúne y evalúa la investigación existente disponible sobre la formación docente y proporciona directrices claras sobre direcciones futuras. Aborda una necesidad importante en una colección que será valiosa para docentes, formadores de docentes, formuladores de políticas y políticos. Ha habido poca investigación sostenida, a largo plazo o sistemática para brindar apoyo empírico a los aspectos generales de la política de formación docente, en gran parte porque dicha investigación ha carecido crónicamente de financiación insuficiente y se ha basado en el conocimiento tradicional de los profesionales. Muchos de los cambios en la formación docente son polémicos y, sin embargo, están ocurriendo en rápida sucesión. Estas políticas y movimientos tienen importantes consecuencias para la educación, la calidad de los docentes y el futuro de la profesión docente. Al mismo tiempo, las políticas e iniciativas que respaldan estos cambios parecen estar basadas más en ideología, intereses comerciales y tradición que en investigaciones y hallazgos empíricos. La naturaleza, la calidad y la eficacia de la preparación docente se han convertido cada vez más en un foco central de las políticas educativas en todo el mundo en un debate ferozmente discutido entre gobiernos, grupos de expertos, agencias de políticas mundiales, investigadores en educación y organizaciones de docentes. . Nota de contenido: 1 Introduction -- Section 1 Becoming a Teacher: Teacher Education and Professionalism -- 2 Developing the thoughtful practitioner -- 3 Variations in the Conditions for Teachers' Professional Learning and Development: Teacher Development, Retention and Renewal over a Career -- 4 Clinical Praxis Exams: Linking Academic Study with Professional Practice Knowledge -- 5 A role of doing philosophy in a Humanistic approach to teacher education -- 6 The development of accomplished teaching -- Section 2 Initial Teacher Education -- 7 Towards a principled approach for school-based teacher educators: Lessons from research -- 8 The Strathclyde Literacy Clinic: Developing student teacher values, knowledge and identity as inclusive practitioners -- 9 You teach who you are until the Government comes to Class: A study of 28 Literacy teacher educators in four countries -- 10 Clinical Practice in Education: Towards a Conceptual Framework -- 11 Initial Teacher Education in Ireland: A Case Study -- 12 Doing harm to educational knowledge: The struggle over teacher education in Sweden and Norway -- 13 The pre-service education of disability pedagogues in Norway: Maximising social pedagogic ambition -- Section 3 Teacher Education, Partnerships and Collaboration -- 14 Repositioning, embodiment and the experimental space: Refiguring student-teacher partnerships in teacher education -- 15 Redesigning Authentic Collaborative Practicum Partnerships: Learnings from case studies form two New Zealand Universities -- 16 Researching the intersection of program supervision and field placements: Interactional Ethnographic telling cases of reflexive decision-making process -- 17 Networked teaching and learning for life-long professional development -- 18 Teacher agency and professional learning communities: What can learning rounds in Scotland teach us? -- 19 Supporting mentoring and assessment in practicum settings: A new professional development approach for school-based teacher educators -- 20 The possibilities for practitioner and organizational learning offered by a school-university research partnership -- 21 A QUEST for sustainable continuing professional development -- Section 4 Global Education Reform and Teacher Education -- 22 Teachers, curriculum and the neoliberal imaginary of education -- 23 Re-casting teacher effectiveness approaches to teacher education -- 24 The paradox of teacher agency in a glocalised world -- 25 The Marketization of Teacher Education: Threat or Opportunity? -- 26 Postfeminist Educational Media Panics, Girl Power and the Problem/Promise of 'Successful Girls' -- 27 Helping teachers and school leaders to become extra-critical of global education reform -- Section 5 Teacher Education as a Public Good -- 28 Quality of Education and the Poor: Constraints on Learning -- 29 The Future of Teacher Education: Evidence, Competence or Wisdom? -- 30 Attracting, preparing and retaining teachers in high need areas: A science as inquiry model of teacher education -- 31 Teacher education, researchand migrant children -- 32 Reforming teacher education in England: 'An economy of discourses of truth' -- 33 Teacher educators' responsibility to prepare candidates for classroom realities -- 34 Complexity and Learning: Implications for Teacher Education -- 35 The prevailing logic of teacher education: Privileging the practical in Australia, England and Scotland -- Section 6 Research, Institutional Evaluation and Evidence-based Research -- 36 On the role of philosophical work in research in teacher education -- 37 Relational Expertise: A cultural-historical approach to teacher education -- 38 Researching teacher education policy: A case study from Scotland -- 39 Researching practice as education and reform -- 40 Representing teaching within high-stakes teacher performance assessments -- 41 Research and the undermining of teacher education -- 42 The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education -- 43 The place of research in teacher education? An analysis of the Australian Teacher Education Ministerial Advisory Group report Action Now: Classroom Ready Teachers -- 44 Educating the educators: Policies and initiatives in European teacher education -- 45 Making connections in the UK and Australia: Research, teacher education and educational improvement -- Section 7 Pedagogy in Action -- 46 'If I could not make a difference why would I be a teacher?' Teaching English as an Additional Language and the quest for social justice -- 47 Imperatives for Teacher Education: Findings from Studies of Effective Teaching and English Language Learners -- 48 University coursework and school experience: The challenge to amalgamate learning -- 49 Co-configuring Design Elements and Quality Aspects in Teacher Education: A Research Agenda -- 50 Theorising teacher practice with technology: Implications for teacher education research -- 51 Capturing Science PCK through Students' experiences -- 52 Teacher sense-making in school based curriculum development through critical collaborative professional enquiry -- 53 Flows of knowledge in teaching teams: A collaborative approach to research in early childhood education -- 54 Conquering content: A key to promoting self-efficacy in primary science teaching -- 55 Mentoring of Newly Qualified Teachers in the Educational Sense -- 56 Building Teacher Confidence in Inquiry and Assessment: Experiences from a pan-European collaboration. Tipo de medio : Computadora Summary : This state-of-the-art Companion assembles and assesses the extant research available on teacher education and provides clear guidelines on future directions. It addresses an important need in a collection that will be of value for teachers, teacher educators, policymakers and politicians. There has been little sustained, long-term or systematic research to provide empirical support for the broad aspects of teacher education policy, largely because such research has been chronically underfunded and based on traditional practitioner knowledge. Many of the changes to teacher education are contentious and yet are occurring in rapid succession. These policies and movements have important consequences for education, teacher quality and the future of the teaching profession. At the same time, the policies and initiatives that support these changes seem to be based more on ideology, business interests and tradition than on research and empirical findings. The nature, quality and effectiveness of teacher preparation have increasingly become a central focus for education policy worldwide in a fiercely argued debate among governments, think-tanks, world policy agencies, education researchers and teacher organisations. . Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] A Study on Professional Development of Teachers of English as a Foreign Language in Institutions of Higher Education in Western China / Jiang, Yuhong
Título : A Study on Professional Development of Teachers of English as a Foreign Language in Institutions of Higher Education in Western China Tipo de documento: documento electrónico Autores: Jiang, Yuhong, Mención de edición: 1 ed. Editorial: Berlin [Alemania] : Springer Fecha de publicación: 2017 Número de páginas: XXIV, 437 p. 6 ilustraciones ISBN/ISSN/DL: 978-3-662-53637-7 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Docente La lingüística aplicada Psicología Educacional Enseñanza y formación docente Filosofía de la educación Clasificación: 370.711 Resumen: Este libro ofrece una revisión integral y actualizada de los recientes desarrollos profesionales de los profesores de inglés en la región occidental de China en el contexto de la reforma de la enseñanza del idioma inglés y la reforma de la formación docente. Analiza una gran cantidad de teorías, marcos, estudios de casos cualitativos e investigaciones cuantitativas, al mismo tiempo que cubre una variedad de prácticas clave que son indispensables. Proporciona a los lectores una comprensión profunda del impacto de la actual reforma curricular en la promoción de la cognición, las emociones, las actitudes y la conciencia de los docentes sobre su autodesarrollo, así como los esfuerzos correspondientes de los docentes para actualizar sus conceptos educativos, reevaluar sus funciones docentes, mejorar sus habilidades docentes e implementar nuevos enfoques para su desarrollo profesional. Es un recurso valioso para cualquiera que realice investigaciones en este campo, así como para docentes en servicio, formadores de docentes y administradores educativos. Y como ofrece ayuda práctica para las posibles dificultades y desafíos que puedan encontrar, también es una lectura obligada para los futuros profesores de inglés. Nota de contenido: Chapter 1 An Overview of the Research Background of English Teachers' Professional Development in the Context of English Language Teaching Reform and Teacher Education Reform in China -- Chapter 2 A Brief Review of the Present Situation and Dilemma of English Teacher Education and Development in Western China -- Chapter 3 A Study on the Features of Pre-service English Teachers' Reflection -- Chapter 4 Solving Dilemmas through Collaborative Reflection for Pre-service English Teachers during the Practicum -- Chapter 5 A Comparative Study on In-service and Pre-service Teacher Efficacy -- Chapter 6 Bases for Teacher Expectations: From the Teacher's Perspective -- Chapter 7 A Study of the Discrepancy between Planning Decisions and Interactive Decisions Made by Teachers in English Classrooms -- Chapter 8 English Teacher Learning in Communities of Practice -- Chapter 9 A Narrative Inquiry into Professional Identity Construction and Development of English Teachers in Western China -- Chapter 10 A Study on the Relationship between English Teachers' Job Satisfaction and Job Burnout. Tipo de medio : Computadora Summary : This book offers a comprehensive, up-to-date review of the recent professional developments of teachers of English in the western region of China in the context of English language teaching reform and teacher education reform. It discusses a wealth of theories, frameworks, qualitative case studies and quantitative investigations, while also covering a range of key practices that are indispensable. It equips readers with an in-depth understanding of the impact of the current curriculum reform on the promotion of teachers' cognition, emotions, attitudes and awareness of their self-development, as well as teachers' corresponding efforts to update their educational concepts, reassess their teacher roles, enhance their teaching skills, and implement new approaches to their professional development. It is a valuable resource for anyone pursuing research in this field as well as in-service teachers, teacher educators and education administrators. And as it offers practical help for the potential difficulties and challenges they might encounter, it is also a must-read for the student teachers of English. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] A Study on Professional Development of Teachers of English as a Foreign Language in Institutions of Higher Education in Western China [documento electrónico] / Jiang, Yuhong, . - 1 ed. . - Berlin [Alemania] : Springer, 2017 . - XXIV, 437 p. 6 ilustraciones.
ISBN : 978-3-662-53637-7
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: Docente La lingüística aplicada Psicología Educacional Enseñanza y formación docente Filosofía de la educación Clasificación: 370.711 Resumen: Este libro ofrece una revisión integral y actualizada de los recientes desarrollos profesionales de los profesores de inglés en la región occidental de China en el contexto de la reforma de la enseñanza del idioma inglés y la reforma de la formación docente. Analiza una gran cantidad de teorías, marcos, estudios de casos cualitativos e investigaciones cuantitativas, al mismo tiempo que cubre una variedad de prácticas clave que son indispensables. Proporciona a los lectores una comprensión profunda del impacto de la actual reforma curricular en la promoción de la cognición, las emociones, las actitudes y la conciencia de los docentes sobre su autodesarrollo, así como los esfuerzos correspondientes de los docentes para actualizar sus conceptos educativos, reevaluar sus funciones docentes, mejorar sus habilidades docentes e implementar nuevos enfoques para su desarrollo profesional. Es un recurso valioso para cualquiera que realice investigaciones en este campo, así como para docentes en servicio, formadores de docentes y administradores educativos. Y como ofrece ayuda práctica para las posibles dificultades y desafíos que puedan encontrar, también es una lectura obligada para los futuros profesores de inglés. Nota de contenido: Chapter 1 An Overview of the Research Background of English Teachers' Professional Development in the Context of English Language Teaching Reform and Teacher Education Reform in China -- Chapter 2 A Brief Review of the Present Situation and Dilemma of English Teacher Education and Development in Western China -- Chapter 3 A Study on the Features of Pre-service English Teachers' Reflection -- Chapter 4 Solving Dilemmas through Collaborative Reflection for Pre-service English Teachers during the Practicum -- Chapter 5 A Comparative Study on In-service and Pre-service Teacher Efficacy -- Chapter 6 Bases for Teacher Expectations: From the Teacher's Perspective -- Chapter 7 A Study of the Discrepancy between Planning Decisions and Interactive Decisions Made by Teachers in English Classrooms -- Chapter 8 English Teacher Learning in Communities of Practice -- Chapter 9 A Narrative Inquiry into Professional Identity Construction and Development of English Teachers in Western China -- Chapter 10 A Study on the Relationship between English Teachers' Job Satisfaction and Job Burnout. Tipo de medio : Computadora Summary : This book offers a comprehensive, up-to-date review of the recent professional developments of teachers of English in the western region of China in the context of English language teaching reform and teacher education reform. It discusses a wealth of theories, frameworks, qualitative case studies and quantitative investigations, while also covering a range of key practices that are indispensable. It equips readers with an in-depth understanding of the impact of the current curriculum reform on the promotion of teachers' cognition, emotions, attitudes and awareness of their self-development, as well as teachers' corresponding efforts to update their educational concepts, reassess their teacher roles, enhance their teaching skills, and implement new approaches to their professional development. It is a valuable resource for anyone pursuing research in this field as well as in-service teachers, teacher educators and education administrators. And as it offers practical help for the potential difficulties and challenges they might encounter, it is also a must-read for the student teachers of English. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
Título : Academia from the Inside : Pedagogies for Self and Other Tipo de documento: documento electrónico Autores: Hall, Maureen P., ; Brault, Aubrie K., Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2021 Número de páginas: XIV, 337 p. 15 ilustraciones, 6 ilustraciones en color. ISBN/ISSN/DL: 978-3-030-83895-9 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Docente Educación profesional Educación vocacional Arte Enseñanza y formación docente Educación profesional y vocacional Creatividad y Educación Artística Filosofía de la educación Clasificación: 370.711 Resumen: Este libro invita a los lectores a explorar cómo catorce expertos diferentes en sus respectivos campos crean un significado más profundo en su profesión y trabajan con los estudiantes pensando, de múltiples maneras, sobre el yo que enseña, el yo que aprende y las formas en que estos yo interactúan. dentro de la academia. Los ensayos de este libro exploran el "interior" de la academia a través de tres temas: buscar la autenticidad, crear una comunidad creativa y humanizar la educación. Los colaboradores reflexionan sobre sus propias experiencias vividas en la academia y sobre las pedagogías que han creado para sus estudiantes. La educación incorporada, el marco teórico de este libro, se basa en ideas de los educadores Parker Palmer de Occidente y el Dr. Chinmay Pandya de Oriente, que surgieron a través del trabajo colaborativo de sus colaboradores. En la educación incorporada, profesores y alumnos comparten experiencias que conducen a la autocomprensión y juntos encuentran formas de humanizar los espacios académicos. Nota de contenido: Part I: Reflections on the Self Who Teaches -- 1. Live Divided No More: Humanizing Education through Self-Care and Community-Building -- 2. A "World in Between": A Reflection on Teaching and Learning -- 3. Risking Being Yourself: Owning Your Identity Within the Academic Framework -- 4. Embracing Otherness in the Self that Teaches -- 5. Cultivating Humanity in All Too Human Institutions -- 6. Law Professor and Law Student: An Exploration of Being a Whole Lawyer -- Part II: Pedagogies for the Self Who Learns -- 7. "'Going Out Into the World to Find Wonders': Nature as a Source of Regeneration'" -- 8. Holding the Space: Being Curious as a Teacher Educator with Pre-service about Self-Care -- 9. Who Am I?: Relational Pedagogies for Fostering Creativity and Reflective Practice -- 10. Dancing with the Other: Aesthetic Experience and Ethical Responsiveness -- 11. An Interview with Dr. Chinmay Pandya: Uncovering the Science of Mantra for Self-Knowledge and Healing. . Tipo de medio : Computadora Summary : This book invites readers to explore how fourteen different experts in their respective fields create deeper meaning in their profession and work with students through thinking, in multiple ways, about the self who teaches, the self who learns, and the ways in which these selves interact within the academy. Essays in this book explore the "inside" of academia through three themes: Pursuing Authenticity, Creating Creative Community, and Humanizing Education. Contributors reflect on their own lived experiences in the academy and on pedagogies that they have created for their students. Embodied education, the theoretical framework of this book, draws on ideas of educators Parker Palmer from the West and Dr. Chinmay Pandya from the East, emerging through contributors' collaborative work. In embodied education, teachers and learners share experiences that lead to self-understanding and together find ways to humanize spaces in academia. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Academia from the Inside : Pedagogies for Self and Other [documento electrónico] / Hall, Maureen P., ; Brault, Aubrie K., . - 1 ed. . - [s.l.] : Springer, 2021 . - XIV, 337 p. 15 ilustraciones, 6 ilustraciones en color.
ISBN : 978-3-030-83895-9
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: Docente Educación profesional Educación vocacional Arte Enseñanza y formación docente Educación profesional y vocacional Creatividad y Educación Artística Filosofía de la educación Clasificación: 370.711 Resumen: Este libro invita a los lectores a explorar cómo catorce expertos diferentes en sus respectivos campos crean un significado más profundo en su profesión y trabajan con los estudiantes pensando, de múltiples maneras, sobre el yo que enseña, el yo que aprende y las formas en que estos yo interactúan. dentro de la academia. Los ensayos de este libro exploran el "interior" de la academia a través de tres temas: buscar la autenticidad, crear una comunidad creativa y humanizar la educación. Los colaboradores reflexionan sobre sus propias experiencias vividas en la academia y sobre las pedagogías que han creado para sus estudiantes. La educación incorporada, el marco teórico de este libro, se basa en ideas de los educadores Parker Palmer de Occidente y el Dr. Chinmay Pandya de Oriente, que surgieron a través del trabajo colaborativo de sus colaboradores. En la educación incorporada, profesores y alumnos comparten experiencias que conducen a la autocomprensión y juntos encuentran formas de humanizar los espacios académicos. Nota de contenido: Part I: Reflections on the Self Who Teaches -- 1. Live Divided No More: Humanizing Education through Self-Care and Community-Building -- 2. A "World in Between": A Reflection on Teaching and Learning -- 3. Risking Being Yourself: Owning Your Identity Within the Academic Framework -- 4. Embracing Otherness in the Self that Teaches -- 5. Cultivating Humanity in All Too Human Institutions -- 6. Law Professor and Law Student: An Exploration of Being a Whole Lawyer -- Part II: Pedagogies for the Self Who Learns -- 7. "'Going Out Into the World to Find Wonders': Nature as a Source of Regeneration'" -- 8. Holding the Space: Being Curious as a Teacher Educator with Pre-service about Self-Care -- 9. Who Am I?: Relational Pedagogies for Fostering Creativity and Reflective Practice -- 10. Dancing with the Other: Aesthetic Experience and Ethical Responsiveness -- 11. An Interview with Dr. Chinmay Pandya: Uncovering the Science of Mantra for Self-Knowledge and Healing. . Tipo de medio : Computadora Summary : This book invites readers to explore how fourteen different experts in their respective fields create deeper meaning in their profession and work with students through thinking, in multiple ways, about the self who teaches, the self who learns, and the ways in which these selves interact within the academy. Essays in this book explore the "inside" of academia through three themes: Pursuing Authenticity, Creating Creative Community, and Humanizing Education. Contributors reflect on their own lived experiences in the academy and on pedagogies that they have created for their students. Embodied education, the theoretical framework of this book, draws on ideas of educators Parker Palmer from the West and Dr. Chinmay Pandya from the East, emerging through contributors' collaborative work. In embodied education, teachers and learners share experiences that lead to self-understanding and together find ways to humanize spaces in academia. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
Título : Alfabetización científica y educación para la ciudadanía Tipo de documento: documento electrónico Autores: Aguilar, Tusta Editorial: Madrid [España] : Narcea Ediciones Fecha de publicación: 2015 Número de páginas: 1 recurso en línea (115 páginas) ISBN/ISSN/DL: 9788427716759 Nota general: Contiene índice. Palabras clave: Teachers Training of. Formación de profesores. Education Research. Educación Investigación. Clasificación: 370.711 Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/45970 Alfabetización científica y educación para la ciudadanía [documento electrónico] / Aguilar, Tusta . - Madrid [España] : Narcea Ediciones, 2015 . - 1 recurso en línea (115 páginas).
ISBN : 9788427716759
Contiene índice.
Palabras clave: Teachers Training of. Formación de profesores. Education Research. Educación Investigación. Clasificación: 370.711 Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/45970
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