標(biāo)題: Titlebook: Being Self-Study Researchers in a Digital World; Future Oriented Rese Dawn Garbett,Alan Ovens Book 2017 Springer International Publishing S [打印本頁] 作者: 一再 時(shí)間: 2025-3-21 17:16
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作者: nurture 時(shí)間: 2025-3-21 21:50
Self-Study of Teaching and Teacher Education Practiceshttp://image.papertrans.cn/b/image/182995.jpg作者: 純樸 時(shí)間: 2025-3-22 00:48
Being Self-Study Researchers in a Digital World978-3-319-39478-7Series ISSN 1875-3620 Series E-ISSN 2215-1850 作者: 大喘氣 時(shí)間: 2025-3-22 06:57 作者: Incumbent 時(shí)間: 2025-3-22 09:10
978-3-319-81895-5Springer International Publishing Switzerland 2017作者: fluffy 時(shí)間: 2025-3-22 16:56 作者: 容易生皺紋 時(shí)間: 2025-3-22 19:49
Rohana Hassan,Marina Yusoff,Zulhabri Ismailder how S-STEP methodology supports the work of teacher educators and what that support looks like particularly as we consider learning with technology and researching with technology. We know that S-STEP methodology can contribute to the professional work of teacher educators; that this methodology作者: Jogging 時(shí)間: 2025-3-23 00:45
https://doi.org/10.1007/978-981-10-0155-0of the challenges of teaching about teaching online. We take up Zeichner’s (J Teach Educ 58:36–46, 2007) challenge to make connections across self-studies that we have conducted both individually and collaboratively. Specifically, we use theories of embodiment to highlight how teaching using digital作者: CHIDE 時(shí)間: 2025-3-23 05:09 作者: JUST 時(shí)間: 2025-3-23 05:49 作者: anus928 時(shí)間: 2025-3-23 10:37 作者: 召集 時(shí)間: 2025-3-23 16:53 作者: 消音器 時(shí)間: 2025-3-23 19:15
Practical Issues in InSAR Analysis,no question but that online practice would need to share this constructivist vision. The question was: How this could be done? This research describes the process and outcomes of a self-generated, self-directed faculty group working together across graduate programs of education to design, implement作者: faddish 時(shí)間: 2025-3-24 02:13
InSAR Imaging of Aleutian Volcanoesiscussion of the issues surrounding the impact of mobile technologies on teacher education, and on ourselves as teacher educators. As a group of lecturers in a large Faculty of Education, we identified possibilities for using mobile technologies in teaching practice beyond traditional models of teac作者: Sarcoma 時(shí)間: 2025-3-24 05:27
InSAR Observations of Ground Deformationty faculty in South Africa and the USA. We describe this virtual dialogue as .. Digital technologies made available new ways of connecting with each other between the continents in which we live and work, between our diverse personal and professional and interests, and between those we work with in 作者: Nebulizer 時(shí)間: 2025-3-24 09:40 作者: 步履蹣跚 時(shí)間: 2025-3-24 14:06
https://doi.org/10.1007/978-3-662-31502-6th/in the Self-Study of Teacher Education Practices (S-STEP). Authors used technology as both tool and resource in their teacher education practice, and in so doing, transformed their understandings of themselves as well as their pedagogical beliefs and approaches. A second major focus was technolog作者: moribund 時(shí)間: 2025-3-24 17:58
https://doi.org/10.1007/978-3-662-31516-304) that it has become increasingly helpful in defining and refining teacher education practices. The allure of self-study is embedded in the value for teacher educators of learning about, and therefore seriously critiquing, their practice (Brandenburg, 2008; Bullock, 2009) and in offering new ways 作者: 假裝是你 時(shí)間: 2025-3-24 20:59 作者: 思想靈活 時(shí)間: 2025-3-25 01:27 作者: Override 時(shí)間: 2025-3-25 06:04 作者: Diluge 時(shí)間: 2025-3-25 09:00
Changing Our Practice and Identity Go Hand-in-Hand: A Self-Study of Our Efforts to Infuse Digital Teurney as a critical friend. In the first year of the study the literacy teacher educators simply layered digital technology onto the existing course, in part because they were very ad hoc in their planning and did not have a repertoire of technology-related strategies upon which to draw. In the seco作者: Awning 時(shí)間: 2025-3-25 12:09 作者: 阻撓 時(shí)間: 2025-3-25 18:28
New Literacies and Technology: Keeping Current in a Writing Methods Courseg, do not just support writing, but change what we write, the ways we write, and who we are writing to. These changes, and what they mean for effective P-12 teaching and learning, have important implications for literacy teacher educators and teacher education programs. With these issues in mind, we作者: 不知疲倦 時(shí)間: 2025-3-25 20:58
Rethinking Technological Resources in Self-Study of Teacher Education Practices: The Case of Taking to develop and maintain relational online course curriculum. My work draws conceptually on ideas from John Dewey who articulated that experience was the primary way to think about classroom life and learning. The narratives I share address the challenges both students and educators face while tryin作者: 顯而易見 時(shí)間: 2025-3-26 01:14 作者: Nonthreatening 時(shí)間: 2025-3-26 06:34
Pedagogical Hesitations in a Mobile Technology Rich Learning Environment. A Self-Study of Redefiningiscussion of the issues surrounding the impact of mobile technologies on teacher education, and on ourselves as teacher educators. As a group of lecturers in a large Faculty of Education, we identified possibilities for using mobile technologies in teaching practice beyond traditional models of teac作者: alleviate 時(shí)間: 2025-3-26 10:58 作者: 嬰兒 時(shí)間: 2025-3-26 14:43
Using Multiple Technologies to Put Rhizomatics to Work in Self-Studymine the influence of neoliberalism in our praxis. Acknowledging that we are products of a society with deeply ingrained discourses privileging capitalism, our aim was to “deterritorialize,” or interrupt, teaching practices informed by neoliberal norms. However, we found that traditional textual met作者: indicate 時(shí)間: 2025-3-26 18:33
The Future of Self-Study: Through and With Technologyth/in the Self-Study of Teacher Education Practices (S-STEP). Authors used technology as both tool and resource in their teacher education practice, and in so doing, transformed their understandings of themselves as well as their pedagogical beliefs and approaches. A second major focus was technolog作者: 減去 時(shí)間: 2025-3-26 23:57
The Digital Impact on Self-Study04) that it has become increasingly helpful in defining and refining teacher education practices. The allure of self-study is embedded in the value for teacher educators of learning about, and therefore seriously critiquing, their practice (Brandenburg, 2008; Bullock, 2009) and in offering new ways 作者: coalition 時(shí)間: 2025-3-27 05:11 作者: 不幸的人 時(shí)間: 2025-3-27 06:53 作者: ARBOR 時(shí)間: 2025-3-27 09:46 作者: 苦笑 時(shí)間: 2025-3-27 16:21 作者: 鉗子 時(shí)間: 2025-3-27 20:30
: Virtual Bricolage Self-Study for Future-Oriented Teacher Professional Learningearch poetry. Extracts from our emails and letters document how our ideas were brought into dialogue and how we discovered similar sources of inspiration and influence in our work. Our self-study offers evidence of how we each grew in our individual understandings because and only because of our col作者: mitral-valve 時(shí)間: 2025-3-27 22:12
1875-3620 circumspect of grandiose claims. Each chapter addresses aspects of doing self-study with educational technology, and provides issues for discussion and debate for readers wanting to engage in self-study..978-3-319-81895-5978-3-319-39478-7Series ISSN 1875-3620 Series E-ISSN 2215-1850 作者: 豐富 時(shí)間: 2025-3-28 03:27
Book 2017e pedagogies and knowledge base of teacher education research and practice while remaining circumspect of grandiose claims. Each chapter addresses aspects of doing self-study with educational technology, and provides issues for discussion and debate for readers wanting to engage in self-study..作者: 制定 時(shí)間: 2025-3-28 08:35
https://doi.org/10.1007/978-981-10-0155-0tud Teach Educ 7:171–181, 2011) notion of turning points was employed as an analytic guide, where we identified instances when collaborative self-study allowed us to come to new understandings of teacher education practice. The first finding is that asynchronous teaching-learning platforms create sa作者: ODIUM 時(shí)間: 2025-3-28 12:33 作者: 吞吞吐吐 時(shí)間: 2025-3-28 15:26
Lecture Notes in Electrical Engineeringight look at technology and online learning as a means for building and extending relational spaces outside of the traditional educational setting.?In addition, this study presents self-study researchers with new ways to think about teacher preparation, relationships in teaching, and online learning作者: 口訣 時(shí)間: 2025-3-28 21:14 作者: Supplement 時(shí)間: 2025-3-29 00:08
InSAR Observations of Ground Deformationearch poetry. Extracts from our emails and letters document how our ideas were brought into dialogue and how we discovered similar sources of inspiration and influence in our work. Our self-study offers evidence of how we each grew in our individual understandings because and only because of our col作者: 悅耳 時(shí)間: 2025-3-29 04:00 作者: PURG 時(shí)間: 2025-3-29 09:23 作者: Apraxia 時(shí)間: 2025-3-29 13:51 作者: Radiation 時(shí)間: 2025-3-29 15:44
The Digital Impact on Self-Studyr teacher educators of learning about, and therefore seriously critiquing, their practice (Brandenburg, 2008; Bullock, 2009) and in offering new ways of seeking meaningful data about the nature of the learning of their students of teaching (Berry, 2007; Kosnick, 2007).作者: nominal 時(shí)間: 2025-3-29 23:13 作者: 商品 時(shí)間: 2025-3-30 01:33 作者: 葡萄糖 時(shí)間: 2025-3-30 06:41
Lecture Notes in Electrical Engineeringly. Changes clustered around two categories – written products and writing processes--and how these affected our knowledge and teaching practices. Additionally, our vulnerabilities as writing teacher educators in the face of rapidly changing technology came through in this inquiry. Implications for teacher educators are discussed.作者: 大漩渦 時(shí)間: 2025-3-30 11:17
InSAR Observations of Ground Deformatione, email, and the software Inspiration. These technologies facilitated our “thinking with” rhizomatic concepts, such as the rhizome and affect, to interrogate the influence of neoliberalism in our thinking and teaching practice, as well as supported our own collaboration.作者: interior 時(shí)間: 2025-3-30 15:14
https://doi.org/10.1007/978-3-662-31502-6explore these themes against a backdrop of our own experiences as a self-study collective to trace, and problematize, the development of our relationship with and through technology.?We also offer recommendations for reframing the relationship between self-study, technology, and teacher education practice for the future.作者: entrance 時(shí)間: 2025-3-30 18:54
Self-Study of Teaching and Teacher Education Practices Methodology and the Digital Turn these areas – teaching students about technology, using technology to improve learning, and employing technology to support the study of our practice and focus specifically on the ways to use technology to strengthen and empower our research.作者: Criteria 時(shí)間: 2025-3-30 22:23 作者: mortgage 時(shí)間: 2025-3-31 01:46
Using Multiple Technologies to Put Rhizomatics to Work in Self-Studye, email, and the software Inspiration. These technologies facilitated our “thinking with” rhizomatic concepts, such as the rhizome and affect, to interrogate the influence of neoliberalism in our thinking and teaching practice, as well as supported our own collaboration.
