標(biāo)題: Titlebook: Employing Community-Based Experiential Learning in Teacher Education; Gary Harfitt,Jessie Mei Ling Chow Textbook 2020 Springer Nature Sing [打印本頁] 作者: decoction 時(shí)間: 2025-3-21 19:32
書目名稱Employing Community-Based Experiential Learning in Teacher Education影響因子(影響力)
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書目名稱Employing Community-Based Experiential Learning in Teacher Education讀者反饋
書目名稱Employing Community-Based Experiential Learning in Teacher Education讀者反饋學(xué)科排名
作者: 勉勵(lì) 時(shí)間: 2025-3-21 23:26 作者: Excise 時(shí)間: 2025-3-22 00:45 作者: 培養(yǎng) 時(shí)間: 2025-3-22 06:49
Political Economy and American Capitalism spaces that can be both transformative and transferrable to their future classrooms and lives. In this chapter, we explore one innovative community-based EL (CBEL) project that focuses on the placement of beginning teachers at Asia’s largest marine theme park located in Hong Kong, a learning contex作者: 無王時(shí)期, 時(shí)間: 2025-3-22 10:36
https://doi.org/10.1007/978-1-349-24018-0itute (TEI) in Hong Kong, whereby English-language student teachers spend 8?weeks in Australia during the second year of their teacher preparation programme. Over almost 20?years, this programme has sent more than 1200 pre-service teachers to Australia to provide them with a variety of educational a作者: Overdose 時(shí)間: 2025-3-22 16:09 作者: Overdose 時(shí)間: 2025-3-22 18:48
Political Economy of Artificial IntelligenceBEL projects can stand as one-off events (for example, a short?summer programme) for a few CBEL programmes it can be challenging to ensure that these projects sustain beyond course level, or promote students’ long-term developmental growth. One way we have found of facilitating this sustainability i作者: Geyser 時(shí)間: 2025-3-22 23:19 作者: 絕食 時(shí)間: 2025-3-23 04:13
unities, this chapter attends to a research gap in the field by examining qualitative data from students and curriculum leaders across multiple faculties to elucidate and reflect upon the inherent challenges of EL within a curriculum context. Findings reveal that for mandatory CBEL to succeed and su作者: 阻塞 時(shí)間: 2025-3-23 09:07 作者: LIMIT 時(shí)間: 2025-3-23 11:50 作者: muster 時(shí)間: 2025-3-23 16:26 作者: Bereavement 時(shí)間: 2025-3-23 22:00
Gary Harfitt,Jessie Mei Ling ChowSolves open problems in the analysis and structure of initial teacher education programmes.Clarifies the differences between Experiential Learning and more traditional forms of field experience.Equips作者: 不近人情 時(shí)間: 2025-3-24 00:12 作者: convert 時(shí)間: 2025-3-24 02:36
978-981-15-6002-6Springer Nature Singapore Pte Ltd. 2020作者: accomplishment 時(shí)間: 2025-3-24 10:25
Employing Community-Based Experiential Learning in Teacher Education978-981-15-6003-3Series ISSN 2366-7672 Series E-ISSN 2366-7680 作者: 染色體 時(shí)間: 2025-3-24 11:52
Concepts and Context,ical practice in the area of community-based experiential learning (CBEL) outlined in the chapters that follow. Next, it seeks to conceptualize the pedagogical approach to teacher education that is at the heart of this book, namely community-based experiential learning. The characteristics of this c作者: liposuction 時(shí)間: 2025-3-24 17:39 作者: Statins 時(shí)間: 2025-3-24 20:10 作者: onlooker 時(shí)間: 2025-3-24 23:22
CBEL in Practice: Case Study 1 Pushing the Boundaries of Community-Based Experiential Learning in T spaces that can be both transformative and transferrable to their future classrooms and lives. In this chapter, we explore one innovative community-based EL (CBEL) project that focuses on the placement of beginning teachers at Asia’s largest marine theme park located in Hong Kong, a learning contex作者: MUTE 時(shí)間: 2025-3-25 07:17 作者: 強(qiáng)所 時(shí)間: 2025-3-25 07:29 作者: BROTH 時(shí)間: 2025-3-25 12:50 作者: Ferritin 時(shí)間: 2025-3-25 17:26
,CBEL in Practice: Case Study 5 Understanding the Learning Process of ‘High Performers’ on a MandatoBEL) programme aimed at nurturing the adaptive expertise of student educators at our university. Through semi-structured interviews with high performers in the programme, we aim to shine a light on how student teachers are being prepared as future educators during such a learning process. We use thi作者: Wernickes-area 時(shí)間: 2025-3-25 20:19 作者: Adenocarcinoma 時(shí)間: 2025-3-26 00:20
,Designing and Facilitating ‘Reflection-on-Action’ and ‘Reflection-in-Action’ in Community-Based EL, spans experiences and meaning; it serves as an indispensable tool for understanding the learning experiences of our student teachers, who participate in community-based EL (CBEL). In this chapter, we analyse the reflective process through the use of different models and share different types of app作者: 鋸齒狀 時(shí)間: 2025-3-26 07:53 作者: lobster 時(shí)間: 2025-3-26 08:28 作者: 細(xì)胞學(xué) 時(shí)間: 2025-3-26 16:25
Textbook 2020theories, teaching practicum, and the promotion of reflective practices. It presents an innovative approach to teacher preparation at undergraduate and postgraduate levels by critically examining the implementation of a mandatory experiential learning block across subject disciplines on undergraduat作者: vertebrate 時(shí)間: 2025-3-26 20:31 作者: parallelism 時(shí)間: 2025-3-26 22:08
Transforming Initial Teacher Education Through Community-Based Experiential Learning: An Overview,tiative in the Faculty of Education at the University of Hong Kong. Through these themes, we set out to address salient issues in curriculum reform in ITE and to critically evaluate the significance of these issues, and the impact they have on teacher education in the twenty-first century.作者: nocturia 時(shí)間: 2025-3-27 02:10 作者: 痛苦一生 時(shí)間: 2025-3-27 06:57
Ioannis Bournakis,Christopher Tsoukishind the different stages in designing a CBEL course, the current chapter outlines a blueprint for teachers, teacher educators and course instructors to follow so that they can apply and incorporate some of the steps into their everyday teaching and to be able to critically evaluate any of the existing CBEL programmes.作者: 赦免 時(shí)間: 2025-3-27 12:26 作者: CANE 時(shí)間: 2025-3-27 13:42 作者: 樸素 時(shí)間: 2025-3-27 19:14
Political Economy of Artificial Intelligencechers’ role to that of facilitator and project leader. Through this, we hope to show readers how student teachers might be motivated to extend their learning in CBEL through the design and implementation of their own community-based projects.作者: 幻影 時(shí)間: 2025-3-27 23:38 作者: 朝圣者 時(shí)間: 2025-3-28 02:32
https://doi.org/10.1007/978-3-031-11093-1e issues surrounds the pedagogy of CBEL and how it can be best organized in higher education and then taught to student teachers. We then turn to current gaps in the research on CBEL in teacher education and how further scholarship of this crucial aspect of teaching and learning can be better understood.作者: rheumatology 時(shí)間: 2025-3-28 07:22 作者: Palate 時(shí)間: 2025-3-28 11:48
Getting Started: Designing Your Own Community-Based Experiential Learning (CBEL) Initiatives,hind the different stages in designing a CBEL course, the current chapter outlines a blueprint for teachers, teacher educators and course instructors to follow so that they can apply and incorporate some of the steps into their everyday teaching and to be able to critically evaluate any of the existing CBEL programmes.作者: Projection 時(shí)間: 2025-3-28 16:00
CBEL in Practice: Case Study 1 Pushing the Boundaries of Community-Based Experiential Learning in Ts of how pre-service teachers on this project acquired important transferrable teaching and learning skills and knowledge, which also addresses the wider issue of how informal learning contexts might provide teacher education institutes (TEIs) with a knowledge space for nurturing personal and professional skills in new teachers.作者: Fibroid 時(shí)間: 2025-3-28 21:15 作者: frivolous 時(shí)間: 2025-3-29 01:21
CBEL in Practice: Case Study 4 Sustaining Community-Based Experiential Learning Projects Through Stchers’ role to that of facilitator and project leader. Through this, we hope to show readers how student teachers might be motivated to extend their learning in CBEL through the design and implementation of their own community-based projects.作者: 取消 時(shí)間: 2025-3-29 03:53
,CBEL in Practice: Case Study 5 Understanding the Learning Process of ‘High Performers’ on a Mandatove teaching. This also attends to the development of teachers’ knowledge . teaching rather than just focusing on their knowledge . teaching. This case study also explains how and why some student teachers perform better than others in CBEL programmes and stresses the importance of student feedback in the development of such learning opportunities.作者: 過剩 時(shí)間: 2025-3-29 10:23
Some Final Thoughts,e issues surrounds the pedagogy of CBEL and how it can be best organized in higher education and then taught to student teachers. We then turn to current gaps in the research on CBEL in teacher education and how further scholarship of this crucial aspect of teaching and learning can be better understood.作者: 使厭惡 時(shí)間: 2025-3-29 12:40 作者: ILEUM 時(shí)間: 2025-3-29 18:16
,CBEL in Practice: Case Study 2 “Out of My Comfort Zone”: The Case for Overseas Language Immersion Pf experiential learning (EL). In most cases (and in our own experience when we initiated these immersion programmes), student teachers’ learning was centred around lectures and classroom activities related to language teaching. However, in modifying our own immersion projects, we have been able to b
