Isbn: 9783330025943 - understanding scholarship of teaching and learning: narrative inquiry into a community of university teachers (7 risultati)

Taschenbuch. Condizione: Neu. Understanding Scholarship of Teaching and Learning | Narrative inquiry into a community of university teachers | Weijia Yang | Taschenbuch | 456 S. | Englisch | 2016 | LAP LAMBERT Academic Publishing | EAN 9783330025943 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu. …

Paperback. Condizione: Brand New. 456 pages. 8.66x5.91x1.03 inches. In Stock.

paperback. Condizione: New. NEW. SHIPS FROM MULTIPLE LOCATIONS. book.

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book inquires narratively into the practice of scholarship of teaching and learning (SoTL) and teachers' personal practical knowing process in a self-initiated community of university teachers in China. Following a conception by Boyer (1990) that research should be incorporated into teaching as the scholarship of teaching and learning (SoTL), Huber & Hutchings (2005) theorize SoTL in a four-core-practice framework of a linear process of individual expression for research and publication. However, not much attention has been given to the important dynamics of collaborative learning. Adopting a social theory of learning and Wenger's 'communities of practice' (1998, 2002), this book extends the framework by Huber & Hutchings to investigate the integrated form of individual and collaborative SoTL practice. 'Personal practical knowledge' by Connelly, Clandinin & He (1997) is considered in the light of Palmer's 'community of truth' (1998), which is aimed at developing an integrated perspective for understanding teachers' evolving personal practical knowledge in the SoTL community. 456 pp. Englisch.…

Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Yang WeijiaWeijia Yang is PhD Graduate of Education Faculty, The University of Hong Kong and currently teaching at School of English Studies, Shanghai International Studies University, China. As a university academic, she specialises.…

Taschenbuch. Condizione: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This book inquires narratively into the practice of scholarship of teaching and learning (SoTL) and teachers' personal practical knowing process in a self-initiated community of university teachers in China. Following a conception by Boyer (1990) that research should be incorporated into teaching as the scholarship of teaching and learning (SoTL), Huber & Hutchings (2005) theorize SoTL in a four-core-practice framework of a linear process of individual expression for research and publication. However, not much attention has been given to the important dynamics of collaborative learning. Adopting a social theory of learning and Wenger's 'communities of practice' (1998, 2002), this book extends the framework by Huber & Hutchings to investigate the integrated form of individual and collaborative SoTL practice. 'Personal practical knowledge' by Connelly, Clandinin & He (1997) is considered in the light of Palmer's 'community of truth' (1998), which is aimed at developing an integrated perspective for understanding teachers' evolving personal practical knowledge in the SoTL community.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 456 pp. Englisch.…

Taschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This book inquires narratively into the practice of scholarship of teaching and learning (SoTL) and teachers' personal practical knowing process in a self-initiated community of university teachers in China. Following a conception by Boyer (1990) that research should be incorporated into teaching as the scholarship of teaching and learning (SoTL), Huber & Hutchings (2005) theorize SoTL in a four-core-practice framework of a linear process of individual expression for research and publication. However, not much attention has been given to the important dynamics of collaborative learning. Adopting a social theory of learning and Wenger's 'communities of practice' (1998, 2002), this book extends the framework by Huber & Hutchings to investigate the integrated form of individual and collaborative SoTL practice. 'Personal practical knowledge' by Connelly, Clandinin & He (1997) is considered in the light of Palmer's 'community of truth' (1998), which is aimed at developing an integrated perspective for understanding teachers' evolving personal practical knowledge in the SoTL community.…