Dr clare brooks (12 risultati)
- Altre immagini
- Brossura
Da: Grand Eagle Retail, Bensenville, IL, U.S.A.Grand Eagle Retail
Contatta il venditoreVenditore con 5 stelleCondizione: Nuovo
EUR 21,10
Spedizione gratuitaSpedito in U.S.A.Quantità: 1 disponibili
Paperback. Condizione: new. Paperback. Discussions of quality dominate the field of teacher education. However, definitions of quality can vary enormously and are often vague and imprecise, relying on proxies for quality which make inaccurate assumptions about what matters in the education of teachers. This book explores differe…nt ways in which quality can be defined and understood within teacher education, offering a way of categorizing and understanding why some quality indicators miss the mark. The book introduces the idea of a quality conundrum, with illustrative examples from international ITE practice, to show how different conceptions of quality in ITE can have good intentions but be potentially damaging to its overall transformative potential. It also provides examples of where practice has been able to move beyond restrictive definitions of quality to enact a more transformative vision of teacher education. This analysis ties the use of quality indicators to historical developments in teacher education and political shifts in how it is viewed, the role education is perceived to play in society, and considers where the power lies in locating who decides what counts as quality in teacher education (and also who and what gets excluded). Key topics covered include: the use of standards, accreditation and inspection frameworks; the range of input, process, output and perspectival indicators used to judge quality in ITE; the different discourses of teacher quality which influence the pedagogy and structure of teacher education programmes.The author also gives particular attention to how to address different approaches to quality when they start to reach conundrum proportions, and how to redress teacher education towards what matters rather than what counts. "Explores how to avoid making teacher education worse through the use of imprecise definition of "standards" and erroneous proxies for quality"-- Provided by publisher. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
- Brossura
Da: Kennys Bookshop and Art Galleries Ltd., Galway, GY, IrlandaKennys Bookshop and Art Galleries Ltd.
Contatta il venditoreVenditore con 5 stelleCondizione: Nuovo
EUR 21,52
EUR 9,50 spedizioneSpedito da Irlanda a U.S.A.Quantità: 10 disponibili
Condizione: New. 2023. Paperback. . . . . .
- Brossura
Da: Kennys Bookstore, Olney, MD, U.S.A.Kennys Bookstore
Contatta il venditoreVenditore con 5 stelleCondizione: Nuovo
EUR 25,71
EUR 9,10 spedizioneSpedito in U.S.A.Quantità: 10 disponibili
Condizione: New. 2023. Paperback. . . . . . Books ship from the US and Ireland.
- Brossura
Da: THE SAINT BOOKSTORE, Southport, Regno UnitoTHE SAINT BOOKSTORE
Contatta il venditoreVenditore con 5 stelleCondizione: Nuovo
EUR 23,67
EUR 14,40 spedizioneSpedito da Regno Unito a U.S.A.Quantità: 17 disponibili
Paperback / softback. Condizione: New. New copy - Usually dispatched within 3 working days.
- Altre immagini
- Brossura
Da: AussieBookSeller, Truganina, VIC, AustraliaAussieBookSeller
Contatta il venditoreVenditore con 5 stelleCondizione: Nuovo
EUR 32,10
EUR 32,08 spedizioneSpedito da Australia a U.S.A.Quantità: 1 disponibili
Paperback. Condizione: new. Paperback. Discussions of quality dominate the field of teacher education. However, definitions of quality can vary enormously and are often vague and imprecise, relying on proxies for quality which make inaccurate assumptions about what matters in the education of teachers. This book explores differe…nt ways in which quality can be defined and understood within teacher education, offering a way of categorizing and understanding why some quality indicators miss the mark. The book introduces the idea of a quality conundrum, with illustrative examples from international ITE practice, to show how different conceptions of quality in ITE can have good intentions but be potentially damaging to its overall transformative potential. It also provides examples of where practice has been able to move beyond restrictive definitions of quality to enact a more transformative vision of teacher education. This analysis ties the use of quality indicators to historical developments in teacher education and political shifts in how it is viewed, the role education is perceived to play in society, and considers where the power lies in locating who decides what counts as quality in teacher education (and also who and what gets excluded). Key topics covered include: the use of standards, accreditation and inspection frameworks; the range of input, process, output and perspectival indicators used to judge quality in ITE; the different discourses of teacher quality which influence the pedagogy and structure of teacher education programmes.The author also gives particular attention to how to address different approaches to quality when they start to reach conundrum proportions, and how to redress teacher education towards what matters rather than what counts. "Explores how to avoid making teacher education worse through the use of imprecise definition of "standards" and erroneous proxies for quality"-- Provided by publisher. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.
- Altre immagini
Quality: Keywords in Teacher Education
Brooks, Dr Clare (IOE, UCL's Faculty of Education and Society, University College London, UK)
- Brossura
Da: moluna, Greven, Germaniamoluna
Contatta il venditoreVenditore con 5 stelleCondizione: Nuovo
EUR 24,33
EUR 48,99 spedizioneSpedito da Germania a U.S.A.Quantità: Più di 20 disponibili
Kartoniert / Broschiert. Condizione: New. Über den AutorClare Brooks is Professor of Education and Pro-Director for Education at IOE, Faculty of Education and Society, University College London, UK.Inhaltsverzeichnis1. Quality Conundrums.
- Altre immagini
- Rilegato
Da: Grand Eagle Retail, Bensenville, IL, U.S.A.Grand Eagle Retail
Contatta il venditoreVenditore con 5 stelleCondizione: Nuovo
EUR 79,70
Spedizione gratuitaSpedito in U.S.A.Quantità: 1 disponibili
Hardcover. Condizione: new. Hardcover. Discussions of quality dominate the field of teacher education. However, definitions of quality can vary enormously and are often vague and imprecise, relying on proxies for quality which make inaccurate assumptions about what matters in the education of teachers. This book explores differe…nt ways in which quality can be defined and understood within teacher education, offering a way of categorizing and understanding why some quality indicators miss the mark. The book introduces the idea of a quality conundrum, with illustrative examples from international ITE practice, to show how different conceptions of quality in ITE can have good intentions but be potentially damaging to its overall transformative potential. It also provides examples of where practice has been able to move beyond restrictive definitions of quality to enact a more transformative vision of teacher education. This analysis ties the use of quality indicators to historical developments in teacher education and political shifts in how it is viewed, the role education is perceived to play in society, and considers where the power lies in locating who decides what counts as quality in teacher education (and also who and what gets excluded). Key topics covered include: the use of standards, accreditation and inspection frameworks; the range of input, process, output and perspectival indicators used to judge quality in ITE; the different discourses of teacher quality which influence the pedagogy and structure of teacher education programmes.The author also gives particular attention to how to address different approaches to quality when they start to reach conundrum proportions, and how to redress teacher education towards what matters rather than what counts. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
- Altre immagini
Quality: Keywords in Teacher Education
Brooks, Dr Clare (IOE, UCL's Faculty of Education and Society, University College London, UK)
- Rilegato
Da: moluna, Greven, Germaniamoluna
Contatta il venditoreVenditore con 5 stelleCondizione: Nuovo
EUR 70,17
EUR 48,99 spedizioneSpedito da Germania a U.S.A.Quantità: Più di 20 disponibili
Condizione: New. Inhaltsverzeichnis1. Quality Conundrums 2. Teacher Standards and Accountability Frameworks 3. Quality Indicators 4. Discourses of Quality 5. Navigating the Quality Landscape ReferencesIndexKlappen.
- Altre immagini
- Rilegato
Da: AHA-BUCH GmbH, Einbeck, GermaniaAHA-BUCH GmbH
Contatta il venditoreVenditore con 5 stelleCondizione: Nuovo
EUR 85,25
EUR 61,24 spedizioneSpedito da Germania a U.S.A.Quantità: 2 disponibili
Buch. Condizione: Neu. Neuware - Discussions of quality dominate the field of teacher education. However, definitions of quality can vary enormously and are often vague and imprecise, relying on proxies for quality which make inaccurate assumptions about what matters in the education of teachers. This book explores different way…s in which quality can be defined and understood within teacher education, offering a way of categorizing and understanding why some quality indicators miss the mark. The book introduces the idea of a quality conundrum, with illustrative examples from international ITE practice, to show how different conceptions of quality in ITE can have good intentions but be potentially damaging to its overall transformative potential. It also provides examples of where practice has been able to move beyond restrictive definitions of quality to enact a more transformative vision of teacher education. This analysis ties the use of quality indicators to historical developments in teacher education and political shifts in how it is viewed, the role education is perceived to play in society, and considers where the power lies in locating who decides what counts as quality in teacher education (and also who and what gets excluded). Key topics covered include: the use of standards, accreditation and inspection frameworks; the range of input, process, output and perspectival indicators used to judge quality in ITE; the different discourses of teacher quality which influence the pedagogy and structure of teacher education programmes.The author also gives particular attention to how to address different approaches to quality when they start to reach conundrum proportions, and how to redress teacher education towards what matters rather than what counts.
- Altre immagini
- Brossura
- Print on Demand
Da: CitiRetail, Stevenage, Regno UnitoCitiRetail
Contatta il venditoreVenditore con 5 stelleCondizione: Nuovo
EUR 37,31
EUR 43,25 spedizioneSpedito da Regno Unito a U.S.A.Quantità: 1 disponibili
Paperback. Condizione: new. Paperback. Discussions of quality dominate the field of teacher education. However, definitions of quality can vary enormously and are often vague and imprecise, relying on proxies for quality which make inaccurate assumptions about what matters in the education of teachers. This book explores differe…nt ways in which quality can be defined and understood within teacher education, offering a way of categorizing and understanding why some quality indicators miss the mark. The book introduces the idea of a quality conundrum, with illustrative examples from international ITE practice, to show how different conceptions of quality in ITE can have good intentions but be potentially damaging to its overall transformative potential. It also provides examples of where practice has been able to move beyond restrictive definitions of quality to enact a more transformative vision of teacher education. This analysis ties the use of quality indicators to historical developments in teacher education and political shifts in how it is viewed, the role education is perceived to play in society, and considers where the power lies in locating who decides what counts as quality in teacher education (and also who and what gets excluded). Key topics covered include: the use of standards, accreditation and inspection frameworks; the range of input, process, output and perspectival indicators used to judge quality in ITE; the different discourses of teacher quality which influence the pedagogy and structure of teacher education programmes.The author also gives particular attention to how to address different approaches to quality when they start to reach conundrum proportions, and how to redress teacher education towards what matters rather than what counts. "Explores how to avoid making teacher education worse through the use of imprecise definition of "standards" and erroneous proxies for quality"-- Provided by publisher. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.
- Rilegato
- Print on Demand
Da: THE SAINT BOOKSTORE, Southport, Regno UnitoTHE SAINT BOOKSTORE
Contatta il venditoreVenditore con 5 stelleCondizione: Nuovo
EUR 72,60
EUR 14,40 spedizioneSpedito da Regno Unito a U.S.A.Quantità: Più di 20 disponibili
Hardback. Condizione: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.
- Rilegato
- Print on Demand
Da: CitiRetail, Stevenage, Regno UnitoCitiRetail
Contatta il venditoreVenditore con 5 stelleCondizione: Nuovo
EUR 68,01
EUR 43,25 spedizioneSpedito da Regno Unito a U.S.A.Quantità: 1 disponibili
Hardcover. Condizione: new. Hardcover. Discussions of quality dominate the field of teacher education. However, definitions of quality can vary enormously and are often vague and imprecise, relying on proxies for quality which make inaccurate assumptions about what matters in the education of teachers. This book explores differe…nt ways in which quality can be defined and understood within teacher education, offering a way of categorizing and understanding why some quality indicators miss the mark. The book introduces the idea of a quality conundrum, with illustrative examples from international ITE practice, to show how different conceptions of quality in ITE can have good intentions but be potentially damaging to its overall transformative potential. It also provides examples of where practice has been able to move beyond restrictive definitions of quality to enact a more transformative vision of teacher education. This analysis ties the use of quality indicators to historical developments in teacher education and political shifts in how it is viewed, the role education is perceived to play in society, and considers where the power lies in locating who decides what counts as quality in teacher education (and also who and what gets excluded). Key topics covered include: the use of standards, accreditation and inspection frameworks; the range of input, process, output and perspectival indicators used to judge quality in ITE; the different discourses of teacher quality which influence the pedagogy and structure of teacher education programmes.The author also gives particular attention to how to address different approaches to quality when they start to reach conundrum proportions, and how to redress teacher education towards what matters rather than what counts. "Explores how to avoid making teacher education worse through the use of imprecise definition of "standards" and erroneous proxies for quality"-- Provided by publisher. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.
