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Linking Practice and Theory
Brings together in one volume Korthagen's research on integrating theory & practice in teacher education. Focuses on the concept of "realistic teacher education" -- how teachers can use reflection to link theory & practice.
Digital Teaching and Learning in Higher Education
This book explores the challenges and opportunities faced by universities as they move to digital education. The COVID-19 pandemic as well as students' increasing levels of comfort with digital technology has accelerated the digitalization of learning and teaching, even among teachers who are less confident. The editor and contributors ask how successful digital teaching materials can be developed, what are the unique benefits of this type of teaching and how it can be linked with industry and society so as to better aid the development of student learning. The book maintains that the digital educator should be able to orchestrate diversity in the supply of digital teaching materials and project-based learning to meet the needs of students and prepare them for their future careers. Leonid Chechurin is Professor for Industrial Engineering and Management Unit of School of Engineering Science or Lappeenranta-Lahti University of Technology, FINLAND.
School as a community
In search of leadership in Waldorf schools. Leadership in Waldorf schools has a specific history. Whereas 40 years ago it was hardly allowed to formally exist because it represented power and hierarchy, now it is commonplace to have a headmaster, rector or director. In this book, Hans Passenier examines the development of leadership and organisation in Waldorf schools. He starts at the origins and finds principles that can help develop school organisations and their leadership in the future. In four parts, he unfolds the foundations, the tools to develop leadership and organisations and finally describes exercises to support that development as a school community. His thesis is that education is about children being diverse, having different abilities. Also that the educator should not be a carpenter, but a gardener. The image of the school as an organism is guiding, in which the school community is a place for the inner development of each individual in that school community. The horizontal and vertical dimensions guide the view of both leadership and organisational design.
Practice and Profile
Too many students are disappointed. They want to make a difference in their chosen professions. They are inspired by successful visionaries, but they have little idea how to follow in their oversized footsteps. Their colleges and universities promise more professional development than they can possibly deliver, especially in terms of moral development for the professions. Experts coming from a range of perspectives in higher education agree that moral formation for the professions must increasingly take place in higher education. Tragically, the recent evolution of teaching has stripped educators of much of the rationale for moral formation. The recent record of moral lapses by managers test...
The Culture Trap
In The Culture Trap, Derron Wallace argues that the overreliance on culture to explain Black students' achievement and behavior in schools is a trap that undermines the historical factors and institutional processes that shape how Black students experience schooling. This trap is consequential for a host of racial and ethnic minority youth in schools, including Black Caribbean young people in London and New York City. Since the 1920s, Black Caribbeans in New York have been considered a high-achieving Black model minority. Conversely, since the 1950s, Black Caribbeans in London have been regarded as a chronically underachieving minority. In both contexts, however, it is often suggested that C...
Building Inclusive Communities through Education and Learning
The book addresses the complex relationships among learning, education and the community. It examines the significance of the community for the individual’s development and the potential that learning and education have for the development of the community. The volume gathers together the findings of a number of quantitative and qualitative studies conducted on different samples, theoretical discussions set in comparative international contexts. Although the studies employ Slovenian samples and analyse situations in this country, the contributions address issues that are of concern to the global research community. Moreover, they respond to international debates and engage in the dialogue between the local/partial and the global/universal. The book is unique in its embeddedness in the intellectual continental European tradition that has been characterised by the failed historical experience of attempting collective unity through the community understood as a common identity in former Yugoslavia.
Euclides
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Fachkulturen in der Lehrerbildung
In den letzten Jahren hat die Lehrerbildung – Stichwort »Kompetenz- und Outputorientierung« – vielfältige bildungspolitische Steuerungsimpulse erfahren, während die universitären Wissenschaftsdisziplinen in den Hintergrund getreten sind. Der Band eruiert Möglichkeiten, Lehrerbildung wieder stärker aus den disziplinären Spezifika der Fächer heraus zu definieren. Denn fachwissenschaftliche, fachdidaktische, bildungswissenschaftliche und schulpraktische Studien- und Ausbildungselemente können erst im Zusammenwirken künftige Lehrerinnen und Lehrer auf ihr Berufsfeld vorbereiten. Eine Besonderheit des Bandes liegt darin, dass er nicht nur die universitäre Lehrerbildung in ihrer disziplinären Vielfalt vorstellt, sondern darüber hinaus auch die eng mit ihr kooperierende schulpraktische Lehrerausbildung berücksichtigt.
