9781433113307 - Becoming A Teacher: Using Narrative As Reflective Practice: A Cross-Disciplinary Approach: 411 (20 risultati)

paperback. Condizione: Very Good. Fast Shipping - Safe and Secure 7 days a week!

PAP. Condizione: New. New Book. Shipped from UK. Established seller since 2000.

Condizione: New.

Paperback. Condizione: New. Becoming a Teacher revisits the concept of Teacher Lore (Schubert and Ayers, 1992), by providing a cross-disciplinary approach linking elements of narrative theory to all aspects of pre- and in-service teaching. In essence, it embraces the notion that what teachers say matters. The rationale behind this text is the idea that narrative can not only be a conceptual lens through which a particular discipline can be re-examined, but also an aid to help preservice teachers understand the potential importance of personal experience and reflective ways of knowing as they learn to become teachers. In addition, this book serves as a reminder to those of us in teacher education that the very mandates that control so much of our curricula, funding, and publishing decisions can be reconstructed to reflect what we know is good teaching - and what we know works, in spite of standardized testing and accountability measures that declare the opposite.

Condizione: As New. Unread book in perfect condition.

PF. Condizione: New.

PAP. Condizione: New. New Book. Shipped from UK. Established seller since 2000.

Condizione: New. In.

Paperback. Condizione: new. Paperback. Becoming a Teacher revisits the concept of Teacher Lore (Schubert and Ayers, 1992), by providing a cross-disciplinary approach linking elements of narrative theory to all aspects of pre- and in-service teaching. In essence, it embraces the notion that what teachers say matters. The rationale behind this text is the idea that narrative can not only be a conceptual lens through which a particular discipline can be re-examined, but also an aid to help preservice teachers understand the potential importance of personal experience and reflective ways of knowing as they learn to become teachers. In addition, this book serves as a reminder to those of us in teacher education that the very mandates that control so much of our curricula, funding, and publishing decisions can be reconstructed to reflect what we know is good teaching and what we know works, in spite of standardized testing and accountability measures that declare the opposite. Becoming a Teacher Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Condizione: New.

Condizione: New. 2012. First printing. Paperback. Becoming a Teacher Editor(s): Blake, Robert W.; Blake, Brett Elizabeth. Series: Counterpoints. Num Pages: 226 pages, illustrations. BIC Classification: JNFR; JNMT. Category: (P) Professional & Vocational. Dimension: 227 x 150 x 20. Weight in Grams: 358. . . . . .

Condizione: As New. Unread book in perfect condition.

Condizione: New. 2012. First printing. Paperback. Becoming a Teacher Editor(s): Blake, Robert W.; Blake, Brett Elizabeth. Series: Counterpoints. Num Pages: 226 pages, illustrations. BIC Classification: JNFR; JNMT. Category: (P) Professional & Vocational. Dimension: 227 x 150 x 20. Weight in Grams: 358. . . . . . Books ship from the US and Ireland.

Taschenbuch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - Becoming a Teacher revisits the concept of Teacher Lore (Schubert and Ayers, 1992), by providing a cross-disciplinary approach linking elements of narrative theory to all aspects of pre- and in-service teaching. In essence, it embraces the notion that what teachers say matters. The rationale behind this text is the idea that narrative can not only be a conceptual lens through which a particular discipline can be re-examined, but also an aid to help preservice teachers understand the potential importance of personal experience and reflective ways of knowing as they learn to become teachers. In addition, this book serves as a reminder to those of us in teacher education that the very mandates that control so much of our curricula, funding, and publishing decisions can be reconstructed to reflect what we know is good teaching - and what we know works, in spite of standardized testing and accountability measures that declare the opposite.

Paperback. Condizione: new. Paperback. Becoming a Teacher revisits the concept of Teacher Lore (Schubert and Ayers, 1992), by providing a cross-disciplinary approach linking elements of narrative theory to all aspects of pre- and in-service teaching. In essence, it embraces the notion that what teachers say matters. The rationale behind this text is the idea that narrative can not only be a conceptual lens through which a particular discipline can be re-examined, but also an aid to help preservice teachers understand the potential importance of personal experience and reflective ways of knowing as they learn to become teachers. In addition, this book serves as a reminder to those of us in teacher education that the very mandates that control so much of our curricula, funding, and publishing decisions can be reconstructed to reflect what we know is good teaching and what we know works, in spite of standardized testing and accountability measures that declare the opposite. Becoming a Teacher Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Paperback. Condizione: New. Becoming a Teacher revisits the concept of Teacher Lore (Schubert and Ayers, 1992), by providing a cross-disciplinary approach linking elements of narrative theory to all aspects of pre- and in-service teaching. In essence, it embraces the notion that what teachers say matters. The rationale behind this text is the idea that narrative can not only be a conceptual lens through which a particular discipline can be re-examined, but also an aid to help preservice teachers understand the potential importance of personal experience and reflective ways of knowing as they learn to become teachers. In addition, this book serves as a reminder to those of us in teacher education that the very mandates that control so much of our curricula, funding, and publishing decisions can be reconstructed to reflect what we know is good teaching - and what we know works, in spite of standardized testing and accountability measures that declare the opposite.

Paperback / softback. Condizione: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Becoming a Teacher revisits the concept of Teacher Lore (Schubert and Ayers, 1992), by providing a cross-disciplinary approach linking elements of narrative theory to all aspects of pre- and in-service teaching. In essence, it embraces the notion that what teachers say matters. The rationale behind this text is the idea that narrative can not only be a conceptual lens through which a particular discipline can be re-examined, but also an aid to help preservice teachers understand the potential importance of personal experience and reflective ways of knowing as they learn to become teachers. In addition, this book serves as a reminder to those of us in teacher education that the very mandates that control so much of our curricula, funding, and publishing decisions can be reconstructed to reflect what we know is good teaching - and what we know works, in spite of standardized testing and accountability measures that declare the opposite. 248 pp. Englisch.

Kartoniert / Broschiert. Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Becoming a TeacherBecoming a Teacher revisits the concept of Teacher Lore (Schubert and Ayers, 1992), by providing a cross-disciplinary approach linking elements of narrative theory to all aspects of pre- and in-service teaching. In essence, it e.

Taschenbuch. Condizione: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Becoming a Teacher revisits the concept of Teacher Lore (Schubert and Ayers, 1992), by providing a cross-disciplinary approach linking elements of narrative theory to all aspects of pre- and in-service teaching. In essence, it embraces the notion that what teachers say matters. The rationale behind this text is the idea that narrative can not only be a conceptual lens through which a particular discipline can be re-examined, but also an aid to help preservice teachers understand the potential importance of personal experience and reflective ways of knowing as they learn to become teachers. In addition, this book serves as a reminder to those of us in teacher education that the very mandates that control so much of our curricula, funding, and publishing decisions can be reconstructed to reflect what we know is good teaching ¿ and what we know works, in spite of standardized testing and accountability measures that declare the opposite.Books on Demand GmbH, Überseering 33, 22297 Hamburg 248 pp. Englisch.