diamond c t patrick (6 Ergebnisse)

Soft cover. Zustand: Near Fine. 140 pages, a near fine paperback [0335092543].

Zustand: Very Good. 2., Aufl. Former library book; may include library markings. Used book that is in excellent condition. May show signs of wear or have minor defects.

Zustand: Good. 2., Aufl. Former library book; may include library markings. Used book that is in clean, average condition without any missing pages.

Paperback. Zustand: Good. Zustand des Schutzumschlags: No Dust Jacket. sticker and stamp on the FEP, This argues that the major challenge for all who are involved in the professional development of teachers, whether in initial or in-service training, lies in providing means by which teachers may become more critically aware of their own values, thinking and practices and thus empowering them to find new and more effective ways of teaching. The author views teachers as essentially self-directing but, citing examples from Australia, England and North America, he sees them as being under threat from forces of production and accountability which have seized the political and moral initiative with calls for a more prescriptive education curriculum, more "value for money" and quality control. He makes many practical suggestions for teacher educators and teachers themselves which can enable them to be released "from the paralysis of being hurried and harried". Ex - Library.

Taschenbuch. Zustand: Neu. The Postmodern Educator | Arts-Based Inquiries and Teacher Development | C. T. Patrick Diamond (u. a.) | Taschenbuch | Englisch | 2006 | Peter Lang | EAN 9780820441016 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - The Postmodern Educator offers research stories of teachers and teacher educators who explore their own artistic and analytic practices in many different settings. Typically, arts-based research is presented only in theoretical and expository terms in the educational literature. In this book, however, the authors promote the development of arts-based narrative inquiries by using many artistic forms (stories, poems, narratives, visuals) to shape their topics of interest and those of their teacher colleagues. Teacher-researchers are invited, more generally, to reimagine not only their own research inquiries as forms of art but also the field of teacher education and development. Demonstration is the heart of this book. Chapters consist of a series of examples that illustrate arts-based inquiry and teacher development; dissertation supervision and completion; preservice and inservice teacher education; and other, less conventional, schooling contexts (academe, prisons). The actual literary and artistic examples provided are varied in form and content. A postmodern form of arts-based inquiry and teacher development emerges that is playful, self-referential, provocative, self-conscious, politically sensitive, and committed to reform ethics.