Student Teachers in School Practice

An Analysis of Learning Opportunities
2014. Auflage 2014
ISBN: 978-1-137-52464-5
Verlag: Palgrave MacMillan UK

Buch, Englisch, 220 Seiten, Format (B × H): 140 mm x 216 mm, Gewicht: 3067 g

Reihe: Policy and Practice in the Classroom

This book discusses changes to student teacher education globally and in the UK, exploring how student teachers learn through school teaching practices and ideas for developing and maximizing learning opportunities in school-based student teacher education.

Zielgruppe

Research

Autoren/Hrsg.

Douglas, A.

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung

Inhaltsverzeichnis

1. Introduction 2. Researching Workplace Learning 3. Cultural and Historical Activity Theory: Identifying the Object of Student Teacher Education Activity 4. The Methodological Implications of Working Ethnographically 5. The School History Department: Cultural, Historical and Social Practices in Student Teacher Education 6. The School Modern Foreign Languages Department: Cultural, Historical and Social Practices in Student Teacher Education 7. The School Geography Department: Cultural, Historical and Social Practices in Student Teacher Education 8. The School Science Department: Cultural, Historical and Social Practices in Student Teacher Education 9. An Analysis of Student Teacher Education Tools: Mediating Student Teacher Education Practice 10. The Objects of Student Teacher Education Activity 11. Developing Expert Learners of Teaching and Learning: A Model for Researching and Developing Learning Opportunities in School Settings 12. Conclusions, Implications and Recommendations

Über Autor(innen)

Alaster Scott Douglas is Reader in Education and Professional Practice and a member of the Centre for Educational Research in Equalities, Policy and Pedagogy at the University of Roehampton, UK. He has previously worked as a teacher and senior manager in four high schools in the UK.