標(biāo)題: Titlebook: Coherence in European Teacher Education; Theoretical Models, Gerard Doetjes,Vlatka Domovic,Katja Zaki Book‘‘‘‘‘‘‘‘ 2024 The Editor(s) (if [打印本頁(yè)] 作者: calcification 時(shí)間: 2025-3-21 16:42
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作者: penance 時(shí)間: 2025-3-21 23:24 作者: 嫻熟 時(shí)間: 2025-3-22 02:36
Gerard Doetjes,Vlatka Domovic,Katja ZakiTransnational, comparative approach to coherence of teacher education.Transdisciplinary volume, combining theoretic models, empirical studies and good practices.Linkages between coherence and internat作者: Generator 時(shí)間: 2025-3-22 04:45
http://image.papertrans.cn/d/image/242196.jpg作者: Lumbar-Stenosis 時(shí)間: 2025-3-22 11:41
https://doi.org/10.1007/978-1-4842-2102-0teacher education systems with the objective of improving students’ learning outcomes. A central aspect of such reform efforts is the improvement of coherence of teacher education in terms of interlinking phases, actors, contents of teacher education, and professional knowledge domains. The aim of t作者: spondylosis 時(shí)間: 2025-3-22 14:34
https://doi.org/10.1007/978-1-4842-2997-2mic coherence is conceptualized as an emergent achievement comprising two key components: a) student teachers creating relations between a range of knowledge resources or modes of knowledge production and b) student teachers creating personal relationships with professional knowledge. This analytica作者: spondylosis 時(shí)間: 2025-3-22 17:04 作者: 放縱 時(shí)間: 2025-3-22 23:34
Epilogue: Finding a Happily Ever After,behind this was the growing complexity of the class teacher‘s role. A more coherent curriculum was aimed for in order to avoid fragmentation between subject-matter content knowledge, pedagogical-content knowledge, and general pedagogical knowledge. Considering that the perspectives of students and o作者: 斗爭(zhēng) 時(shí)間: 2025-3-23 05:11 作者: faddish 時(shí)間: 2025-3-23 09:34 作者: lesion 時(shí)間: 2025-3-23 10:17
Agile Unternehmen durch Business Ruleser education programme and their own acquired competence in facilitating oral activities in the classroom. Our starting point is that the core components of sensing coherence are comprehensibility, manageability, and meaningfulness. Our findings indicate that teacher education is perceived as compre作者: aquatic 時(shí)間: 2025-3-23 17:27 作者: fleeting 時(shí)間: 2025-3-23 19:56 作者: tooth-decay 時(shí)間: 2025-3-24 00:30
Agile Unternehmen durch Business Rulespted Process Model of Teaching (Mets?pelto et al., 2022). Originally developed to facilitate nationally unified student selection for initial teacher education, the MAP model represents a collective interpretation of teaching quality made by an expert panel from seven Finnish universities organizing作者: 剛開(kāi)始 時(shí)間: 2025-3-24 05:11 作者: dura-mater 時(shí)間: 2025-3-24 07:59 作者: interlude 時(shí)間: 2025-3-24 13:58 作者: 閹割 時(shí)間: 2025-3-24 18:00
Assessing Student Perceptions of Professionalization Measures and Coherence after the 2011 French Cm shift in the French system, integrating pedagogical knowledge and pedagogical content knowledge alongside traditional content knowledge. The result was a closing of the professional orientation gap with other European teacher education systems and a greater vocational coherence.作者: motivate 時(shí)間: 2025-3-24 21:29
https://doi.org/10.1007/978-1-4842-2997-2l approach can help move beyond conceptualizations of a theory–practice gap and other dichotomies that characterize existing research on knowledge use in teacher education and serve to open up the black box of how knowledge relations are constructed in teacher education.作者: Etching 時(shí)間: 2025-3-25 02:42 作者: 套索 時(shí)間: 2025-3-25 04:41
Skalierung – teamübergreifende Abstimmungative approach to core practices as a framework. Such a cooperative model can contribute to the creation of better connections between different teacher education domains and, by doing so, promote student teachers’ sense of coherence.作者: 強(qiáng)壯 時(shí)間: 2025-3-25 11:31 作者: indigenous 時(shí)間: 2025-3-25 14:26
Book‘‘‘‘‘‘‘‘ 2024etical-conceptional, empirical as well as instructional approaches, the contributions explore structural, curricular, conceptual and personnel dimensions of coherence. Within the EU Erasmus +-funded project ConnEcTEd (Coherence in European Teacher Education), an interdisciplinary and transnational c作者: ACE-inhibitor 時(shí)間: 2025-3-25 19:28 作者: Offensive 時(shí)間: 2025-3-25 23:47 作者: Unsaturated-Fat 時(shí)間: 2025-3-26 00:07
,Identifying Core Practices as a Framework for Teacher Educators’ Cooperative Professional Developmeative approach to core practices as a framework. Such a cooperative model can contribute to the creation of better connections between different teacher education domains and, by doing so, promote student teachers’ sense of coherence.作者: LASH 時(shí)間: 2025-3-26 08:12
,Coherence – The What, the Why, and the How,he final outcome. Investigating the implications of coherent programs is suggested as a further avenue to be pursued in research. Lastly, additional suggestions for future research into coherence in teacher education are presented before providing an overview of the insights gained from this book.作者: enflame 時(shí)間: 2025-3-26 08:56 作者: 新陳代謝 時(shí)間: 2025-3-26 15:29 作者: 受人支配 時(shí)間: 2025-3-26 19:47 作者: 清楚說(shuō)話(huà) 時(shí)間: 2025-3-27 00:46
s and good practices.Linkages between coherence and internat.This Open Access volume brings together contributions to the research on coherence in teacher education from a transnational perspective. Using theoretical-conceptional, empirical as well as instructional approaches, the contributions expl作者: 暖昧關(guān)系 時(shí)間: 2025-3-27 01:57 作者: agglomerate 時(shí)間: 2025-3-27 07:10 作者: 音樂(lè)戲劇 時(shí)間: 2025-3-27 09:36 作者: grieve 時(shí)間: 2025-3-27 17:17 作者: PALSY 時(shí)間: 2025-3-27 19:35
Epilogue: Finding a Happily Ever After,udents perceived the connections between content taught within particular courses as highest, and teacher educators’ knowledge of the programme contents in its entirety as lowest. Further, students did not recognise university-based courses and school-based teaching practice as being sufficiently co作者: 排他 時(shí)間: 2025-3-28 01:08
Epilogue: Finding a Happily Ever After,iscourses of multidisciplinarity relate to the conceptualization of different dimensions of disciplinary coherence (i.e., inter-, multi- and transdisciplinary) and what this means for the development of teacher education.作者: 走調(diào) 時(shí)間: 2025-3-28 04:23
Vorstellung der Fallstudie ?KnowBeer“aking care of their well-being. Teachers are in a key position in orchestrating pupils’ learning in their own classrooms, as well as in supporting their peer teachers’ learning, promoting pedagogical innovations, and developing schools. Pre-service teacher education should equip student teachers wit作者: 箴言 時(shí)間: 2025-3-28 09:42
Agile Unternehmen durch Business Rulesnits. Additionally, we present findings from an analysis comparing the curricula of primary school teacher education programs (grades 1 to 6) in two universities, which provides evidence of systemic coherence. The chapter concludes by offering a critical reflection on the implications of adopting a 作者: PAD416 時(shí)間: 2025-3-28 12:47 作者: HAVOC 時(shí)間: 2025-3-28 16:31
The (in)coherence of European Teacher Education: A Comparative Mapping of Policies at National and f initial teacher education (ITE) programmes at universities. Findings reveal an incoherence within and across teacher education systems, particularly regarding the continuum of teacher education. Although the structure and duration of ITE proves coherent, the distribution of knowledge domains and c作者: Orthodontics 時(shí)間: 2025-3-28 19:22 作者: 姑姑在炫耀 時(shí)間: 2025-3-29 00:48 作者: 除草劑 時(shí)間: 2025-3-29 03:24
,Co-Constructing Multidisciplinary Coherence in Subject Teacher Education: Students’ Reflections in iscourses of multidisciplinarity relate to the conceptualization of different dimensions of disciplinary coherence (i.e., inter-, multi- and transdisciplinary) and what this means for the development of teacher education.作者: 金絲雀 時(shí)間: 2025-3-29 10:21 作者: Stable-Angina 時(shí)間: 2025-3-29 13:18 作者: Frisky 時(shí)間: 2025-3-29 15:45 作者: affluent 時(shí)間: 2025-3-29 20:49 作者: META 時(shí)間: 2025-3-30 02:47
The (in)coherence of European Teacher Education: A Comparative Mapping of Policies at National and teacher education systems with the objective of improving students’ learning outcomes. A central aspect of such reform efforts is the improvement of coherence of teacher education in terms of interlinking phases, actors, contents of teacher education, and professional knowledge domains. The aim of t作者: 印第安人 時(shí)間: 2025-3-30 04:51
Epistemic Coherence in Teacher Education,mic coherence is conceptualized as an emergent achievement comprising two key components: a) student teachers creating relations between a range of knowledge resources or modes of knowledge production and b) student teachers creating personal relationships with professional knowledge. This analytica作者: 旁觀(guān)者 時(shí)間: 2025-3-30 09:53
,Exploring Finnish Student Teachers’ Perceived Coherence of their Teacher Education Program,n a continuing process of striving for a consistent teacher education program in which linkages are created between different courses, different stages, as well as theoretical and practical parts of the program. (Canrinus et al., Journal of Curriculum Studies 49:313–333, 2017) In general, the challe作者: Indecisive 時(shí)間: 2025-3-30 16:18
,Coherence in Initial Class Teacher Education in Croatia – Student Teachers’ Perspective,behind this was the growing complexity of the class teacher‘s role. A more coherent curriculum was aimed for in order to avoid fragmentation between subject-matter content knowledge, pedagogical-content knowledge, and general pedagogical knowledge. Considering that the perspectives of students and o
