Editore: Taylor & Francis Ltd, United Kingdom, London, 1993
ISBN 10: 0415083125 ISBN 13: 9780415083126
Lingua: Inglese
Da: WorldofBooks, Goring-By-Sea, WS, Regno Unito
EUR 2,80
Quantità: 1 disponibili
Aggiungi al carrelloPaperback. Condizione: Very Good. In this provocative book, David McNamara argues that a `teacher-centred' approch to teaching in the primary school, especially in the later years is actually in the best interests of the children - that the teacher must be seen to have ultimate responsibility for what and how children learn. He attempts to define the distinctive professional expertise of the primary teacher - the application of subject knowledge within the special circumstances of the classroom - and to show how this expertise can be articulated to establish a body of educational knowledge which is both derived from practice and practically useful to others. At a time when increasing emphasis is being placed on the role of the practising teacher as a mentor in intitial teacher education, this book will help teachers at all levels to define their own role in the creation of educational knowledge. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.
EUR 1,17
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Aggiungi al carrelloCondizione: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.
EUR 16,94
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Aggiungi al carrelloHardcover. Condizione: Very Good. Cover a little rubbed and scratched.
Condizione: New.
Condizione: New.
EUR 54,21
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Aggiungi al carrelloCondizione: New.
Condizione: As New. Unread book in perfect condition.
Condizione: New. pp. 176 1st Edition.
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Aggiungi al carrelloCondizione: New. pp. 176.
EUR 89,89
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Aggiungi al carrelloPaperback. Condizione: Brand New. 1st edition. 176 pages. 9.25x6.26x0.55 inches. In Stock.
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Condizione: New.
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EUR 230,34
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Aggiungi al carrelloGebunden. Condizione: New. David McNamara, Professor David McnamaraIn this provocative book, David McNamara argues that a `teacher-centred approch to teaching in the primary school, especially in the later years is actually in the best interests of the children - that the teache.
EUR 269,50
Quantità: 3 disponibili
Aggiungi al carrelloCondizione: New.
Editore: Taylor & Francis Ltd Jun 2017, 2017
ISBN 10: 1138411302 ISBN 13: 9781138411302
Lingua: Inglese
Da: AHA-BUCH GmbH, Einbeck, Germania
EUR 284,09
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Aggiungi al carrelloBuch. Condizione: Neu. Neuware.
Da: THE SAINT BOOKSTORE, Southport, Regno Unito
EUR 54,22
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Aggiungi al carrelloPaperback / softback. Condizione: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.
Da: Majestic Books, Hounslow, Regno Unito
EUR 65,83
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Aggiungi al carrelloCondizione: New. pp. 176 This item is printed on demand.
Da: moluna, Greven, Germania
EUR 57,92
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Aggiungi al carrelloCondizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. David McNamara, Professor David McnamaraIn this provocative book, David McNamara argues that a `teacher-centred approch to teaching in the primary school, especially in the later years is actually in the best interests of the children - that the tea.
Da: AHA-BUCH GmbH, Einbeck, Germania
EUR 91,18
Quantità: 1 disponibili
Aggiungi al carrelloTaschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - In this provocative book, David McNamara argues that a `teacher-centred' approch to teaching in the primary school, especially in the later years is actually in the best interests of the children - that the teacher must be seen to have ultimate responsibility for what and how children learn. He attempts to define the distinctive professional expertise of the primary teacher - the application of subject knowledge within the special circumstances of the classroom - and to show how this expertise can be articulated to establish a body of educational knowledge which is both derived from practice and practically useful to others.At a time when increasing emphasis is being placed on the role of the practising teacher as a mentor in intitial teacher education, this book will help teachers at all levels to define their own role in the creation of educational knowledge.