Literaturnachweis - Detailanzeige
Sonst. Personen | Kowalczuk-Waledziak, Marta (Hrsg.); Korzeniecka-Bondar, Alicja (Hrsg.); Danilewicz, Wioleta (Hrsg.); Lauwers, Gracienne (Hrsg.) |
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Institution | Association for Teacher Education in Europe / Spring Conference (2018 : Bialystok) |
Titel | Rethinking teacher education for the 21st century. Trends, challenges and new directions. |
Quelle | Opladen; Berlin; Toronto: Verlag Barbara Budrich (2019), 402 S.
PDF als Volltext |
Beigaben | Diagramme |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Monographie |
ISBN | 3-8474-2241-3; 978-3-8474-2241-9 |
URN | urn:nbn:de:0111-pedocs-182489 |
Schlagwörter | Kompetenz; Empirische Untersuchung; Qualitative Forschung; Quantitative Forschung; Emotion; Emotionale Intelligenz; Identität; Lernfähigkeit; Adoleszenz; Bildungspolitik; Bildungsreform; Kind; Schule; Lehrer; Lehrerausbildung; Lehrerrolle; Schüler; Mobbing; Interkulturelles Lernen; Aktives Lernen; Kooperatives Lernen; Lernmotivation; Lernprozess; Motivation; Lernkompetenz; Adaptiver Unterricht; Gesundheit; Digitalisierung; Naturwissenschaftlicher Unterricht; Internationalisierung; Rechtsanspruch; Bewegung (Motorische); Arbeitsplatz; Beruf; Professionalisierung; Berufswahl; Hochschulbildung; Akademisierung; Lebenslanges Lernen; Internationaler Vergleich; Prävention; Alter Mensch; Ausländer; Albanien; Belgien; Deutschland; Flandern; Frankreich; Großbritannien; Italien; Karibik; Linz; Litauen; Portugal; Russland; Südafrika (Staat); Österreich |
Abstract | The growing complexity and diversity of teaching and learning in the 21st century classroom has firmly placed the quality of teacher education as the front-rank issue of educational research and policies in Europe and beyond. This book discusses the trends, challenges and directions for teachers' preparation in the modern world. A point of departure for the ideas developed in this book was provided by the Association for Teacher Education in Europe (ATEE) 2018 Spring Conference. In line with the main theme of the conference, this edited volume deals with the strengths and limitations of different models, strategies, approaches, policies and practices of teacher education at institutional, national and international levels. These include issues of identity in teaching and teacher education, collaboration in teaching practice, the implementation of (and dealing with) technology, and the tensions and paradoxes of teacher education reforms, among others. Bringing together contributors with a wide range of expertise and experience, the book provides a number of suggestions, inspirations and recommendations for theory, research, policy and practice in teacher education. Its reflective readings also lead to many new questions and concerns about teacher education in the future. (Verlag). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2020/2 |