9780415698825 - research on teacher thinking (rle edu n): understanding professional development (routledge library editions education n) von calderhead, james; denicolo, pam; day, christopher (3 Ergebnisse)
Sprache: Englisch
Verlag: Routledge, 2011
Serie: Routledge Library Editions: Education, Buch 68 von 244. Buch 68 von 244 - Routledge Library Editions: Education
- Hardcover
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EUR 135,23
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hardcover. Zustand: Used; Very Good. Dispatched, from the UK, within 48 hours of ordering. Though second-hand, the book is still in very good shape. Minimal signs of usage may include very minor creasing on the cover or on the spine.
Research on Teacher Thinking (RLE Edu N)
James Calderhead|Pam Denicolo|Christopher Day (University of Nottingham, UK)
Sprache: Englisch
Verlag: Taylor & Francis, 2011
Serie: Routledge Library Editions: Education, Buch 68 von 244. Buch 68 von 244 - Routledge Library Editions: Education
- Hardcover
Anbieter: moluna, Greven, Deutschlandmoluna
Verkäufer/-in kontaktierenVerkäufer/-in mit 5 SternenZustand: Neu
EUR 194,17
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Zustand: New.
Sprache: Englisch
Verlag: Taylor & Francis Ltd Dez 2011, 2011
Serie: Routledge Library Editions: Education, Buch 68 von 244. Buch 68 von 244 - Routledge Library Editions: Education
- Hardcover
Anbieter: AHA-BUCH GmbH, Einbeck, DeutschlandAHA-BUCH GmbH
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EUR 238,26
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Buch. Zustand: Neu. Neuware - This is a companion volume to the editors' Insights into Teachers' Thinking and Practice (Falmer Press, 1999) and seeks to carry the discussion on further illustrating that there is a continuing intensity of thought, activity and debate on how to conceptualise research on teacher thinking, and thus…generate knowledge for further understanding and action. The ethical questions on undertaking research on the inner lives of teachers remain unresolved. The international team present chapters which investigate the relationship between the researcher and the researched, and the relevance and role of research in teacher development. The papers are not presented as 'best practice' for such definitions would be inevitably value laden. Rather, they are indications and anticipations of key areas for the development of understanding of teachers' thinking and actions in the 1990s.
