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Sonst. PersonenKowalczuk-Waledziak, Marta (Hrsg.); Korzeniecka-Bondar, Alicja (Hrsg.); Danilewicz, Wioleta (Hrsg.); Lauwers, Gracienne (Hrsg.)
TitelRethinking Teacher Education for the 21st Century. Trends, Challenges and New Directions.
QuelleOpladen; Berlin; Toronto: Verlag Barbara Budrich (2019), 402 S.
PDF als Volltext (1); PDF als Volltext (2)  Link als defekt melden    Verfügbarkeit 
Spracheenglisch
Dokumenttyponline; Monographie
ISBN978-3-8474-2241-9 ; 978-3-8474-1257-1
DOI10.3224/84742241
URNurn:nbn:de:0111-pedocs-182489
SchlagwörterLehrerausbildung; Professionalisierung; Lehrerbildung; Herausforderung; 21. Jahrhundert; Deutschland; Europa
AbstractThis book focuses on current trends, potential challenges and further developments of teacher education and professional development from a theoretical, empirical and practical point of view. It intends to provide valuable and fresh insights from research studies and examples of best practices from Europe and all over the world. The authors deal with the strengths and limitations of different models, strategies, approaches and policies related to teacher education and professional development in and for changing times (digitization, multiculturalism, pressure to perform). 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. Therefore, this book will be of interest to a wider audience, including researchers, teacher educators, teachers, headteachers, student teachers, education authorities, policymakers, lawyers and representatives of professional teaching associations, and anyone searching for more effective ways of teacher education. (DIPF/Verlag)
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation
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