A Companion to Research in Teacher Education
Although they claim to be based on Instructional Rounds, guidance for teachers in Scotland on Learning Rounds (National CPD Team ...
18.3 Data Gathering and Method Table18.1shows the four schools involved in the data gathering, their experience and training wit ...
Table 18.1 Schools and participants represented in the data Type of school ExperiencewithLearningRounds Preparation for Learning ...
Table 18.1 (continued) Type of school ExperiencewithLearningRounds Preparation for LearningRounds Nature ofparticipants Coding i ...
school. Arguably the implicit nature of this theory of action mean that it could not be challenged and, therefore became afinish ...
the effects of procedures in the classroom. The point here is that robust empirical classroom evidence is an affordance for teac ...
that the right balance of cohesion and, importantly,diversityin a community is necessary for practical-evaluative agency to be e ...
of the process and its purposes even if they participate voluntarily. If teachers do not own Learning Rounds this may have a con ...
authority of policy prescriptions. Teachers’authority can also be underpinned through enhanced academic credentials for teachers ...
Philpott, C., & Oates, C. (2015). What do teachers do when they do learning rounds? Scotland’s experience of instructional r ...
Chapter 19 Supporting Mentoring and Assessment in Practicum Settings: A New Professional Development Approach for School-Based T ...
that primarily the learning of children and young people is at the heart of all teacher education but with layers above that lev ...
assessment requirements to reflect the newly established national graduate standards outlined in the Australian Professional Sta ...
1992 onwards made it mandatory for ITE providers to offer pre-service courses with schools. Conroy et al. ( 2013 ) describe the ...
education at the same time as affecting improvement in their own students’ learning. At the same time, a meta-analysis of intern ...
19.4 Mentors Becoming‘Second Order Practitioners’: The Men/Tee Initiative Under the policy drive for partnerships noted earlier, ...
The structure of each professional learning session was essentially the same: we began with a research-informed concept/strategy ...
such as Melanie, the importance of empathy and offering emotional support added a new dimension to her understanding of her role ...
While Linda was focused onwhat to teach about teaching, Diana’s shift to thinking like a‘second order practitioner’(Murray 2002 ...
teacher educators to teach about teaching. With access to new understanding about how to teach about teaching, participants desc ...
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