標(biāo)題: Titlebook: Examining the Phenomenon of “Teaching Out-of-field”; International Perspe Linda Hobbs,Günter T?rner Book 2019 Springer Nature Singapore Pte [打印本頁(yè)] 作者: 浮標(biāo) 時(shí)間: 2025-3-21 18:56
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作者: ELATE 時(shí)間: 2025-3-21 21:04
Book 2019This has been an issue in many countries for some time, yet until recently there has been little formal research and poor policy responses to related problems. This book arises out of collaborations between members of an international group of researchers and practitioners from Australia, Germany, I作者: Dri727 時(shí)間: 2025-3-22 00:57
,Introduction — Why Restoration Matters,t the significance of teaching out-of-field as a phenomenon and a research problem; summarise the dimensions and issues associated with out-of-field teaching; and provide a rationale for taking an international perspective on examining the out-of-field phenomenon.作者: 愉快么 時(shí)間: 2025-3-22 07:18 作者: Arresting 時(shí)間: 2025-3-22 08:59 作者: anaphylaxis 時(shí)間: 2025-3-22 16:55 作者: anaphylaxis 時(shí)間: 2025-3-22 17:02 作者: 低能兒 時(shí)間: 2025-3-22 23:38 作者: 美麗的寫 時(shí)間: 2025-3-23 05:11 作者: Pedagogy 時(shí)間: 2025-3-23 08:56
The Out-of-Field Teacher in Context: The Impact of the School Context and Environment-purpose aspects of the curriculum and the school context. Supporting out-of-field teachers entails an in-depth look at the meaning of out-of-field teaching for enacting a specific curriculum and of the in-school context as a whole, with a specific focus on communication, collaboration and cooperation within the wider school community.作者: 錯(cuò) 時(shí)間: 2025-3-23 10:25 作者: 必死 時(shí)間: 2025-3-23 15:15 作者: Prostatism 時(shí)間: 2025-3-23 22:01
http://image.papertrans.cn/e/image/318221.jpg作者: ANTI 時(shí)間: 2025-3-24 01:20
,Introduction — Why Restoration Matters, and help to organise teachers around common commitments and expertise. What happens for teachers who find themselves teaching a subject or level or which they are not specialised? While we know about teaching out-of-field from practice and research, there is a need to share and learn from each othe作者: Orgasm 時(shí)間: 2025-3-24 02:36 作者: Microaneurysm 時(shí)間: 2025-3-24 10:22
Introduction: An Archaeology of Stardom,out-of-field. The vignettes provide an overview of the education system and policies and practices relating to teacher education, certification, recruitment and assignment to subjects or year levels. They also provide insights into how teaching out-of-field is conceptualised, if or how it is officia作者: 有毛就脫毛 時(shí)間: 2025-3-24 13:37
ching is a complex work, but teaching a subject without the necessary background presents its own set of challenges, both practically in the classroom and personally for the teacher. Different theoretical perspectives highlight different aspects of the experience. Four theoretical perspectives will 作者: myalgia 時(shí)間: 2025-3-24 18:15 作者: 皺痕 時(shí)間: 2025-3-24 21:21
Film als Kunst der Gesellschafte practices that delineate one subject from another in the traditional school curriculum. The chapter will explore how these disciplinary traits are translated into teaching as curriculum, knowledge and pedagogy, and how this subject-specificity of teaching is juxtaposed against the more generic asp作者: 書法 時(shí)間: 2025-3-25 01:31
Counterculture as War-Machine: Egypt 2011,o teach a subject and the quality of student outcomes. The studies reported mixed findings when investigating the hypothesis that qualified, in-field teachers obtain better student outcomes then unqualified, out-of-field teachers. It is proposed that the research relating to the out-of-field phenome作者: Nmda-Receptor 時(shí)間: 2025-3-25 03:49 作者: 傻 時(shí)間: 2025-3-25 08:56 作者: pancreas 時(shí)間: 2025-3-25 12:54
Ethical Intimacy and the Cinematic Faceeachers manage the transition into a new subject well, others can struggle to the point of exiting from teaching all together. Early career teachers are in particular danger of feeling the negative effects of teaching out-of-field as they are more likely than their experienced colleagues to teach ou作者: Visual-Field 時(shí)間: 2025-3-25 18:16
Cogito Ergo Film: Plato, Descartes and ,at makes this kind of learning and development effective and explores the ideas surrounding the varying rationale for the introduction of such teacher learning and professional development opportunities. Classical approaches to professional development are discussed in addition to several emerging i作者: 欲望小妹 時(shí)間: 2025-3-25 20:55
https://doi.org/10.1007/978-3-319-93015-2 of the themes emerging from across the chapters. The chapter begins with aligning some of the ideas emerging in the preceding chapters with a set of priority actions proposed at the first TAS Collective symposium in 2014. Five recommendations are proposed to highlight what is needed to . the need f作者: multiply 時(shí)間: 2025-3-26 03:40 作者: 傀儡 時(shí)間: 2025-3-26 08:11 作者: 托運(yùn) 時(shí)間: 2025-3-26 10:45 作者: IVORY 時(shí)間: 2025-3-26 12:38 作者: 祖?zhèn)髫?cái)產(chǎn) 時(shí)間: 2025-3-26 20:36 作者: Nonthreatening 時(shí)間: 2025-3-26 21:51
Film als Kunst der Gesellschaftrticular highlighting the demands of moving across subject boundaries. Cross-fertilisation is especially evident when subjects are integrated, therefore, the issues associated with integrated curriculum are discussed where the traditional subject boundaries are being challenged as schools are reorga作者: 團(tuán)結(jié) 時(shí)間: 2025-3-27 02:14
Concluding Remarks: The Object Is Speaking,ity within the education systems and jurisdictions for attending to the issue of teaching across specialisms, who is undertaking what actions, and what further steps are needed by the various policymakers and implementers to respond appropriately.作者: Irrigate 時(shí)間: 2025-3-27 09:13 作者: Melanocytes 時(shí)間: 2025-3-27 13:30
Cogito Ergo Film: Plato, Descartes and ,n the techniques employed in each country to upskill out-of-field teachers in specific disciplines. This chapter also proposes an international framework for teacher learning and professional development for out-of-field teachers that encompasses the best aspects of each country’s approach.作者: 茁壯成長(zhǎng) 時(shí)間: 2025-3-27 13:45 作者: Abbreviate 時(shí)間: 2025-3-27 18:23
ip practices, professional development. The book represents an essential contribution on a highly topical issue that has implications for quality and equitableeducation around the globe.978-981-13-3366-8作者: poliosis 時(shí)間: 2025-3-28 02:00
Examining the Phenomenon of “Teaching Out-of-field”International Perspe作者: obeisance 時(shí)間: 2025-3-28 03:49
Examining the Phenomenon of “Teaching Out-of-field”978-981-13-3366-8作者: 沖擊力 時(shí)間: 2025-3-28 09:18 作者: 捕鯨魚叉 時(shí)間: 2025-3-28 13:39 作者: 生來(lái) 時(shí)間: 2025-3-28 16:47 作者: 名字 時(shí)間: 2025-3-28 19:40 作者: Basal-Ganglia 時(shí)間: 2025-3-29 00:23
Attending to Out-of-Field Teaching: Implications of and for Education Policyity within the education systems and jurisdictions for attending to the issue of teaching across specialisms, who is undertaking what actions, and what further steps are needed by the various policymakers and implementers to respond appropriately.作者: 固執(zhí)點(diǎn)好 時(shí)間: 2025-3-29 03:14
Initial Teacher Education: Roles and Possibilities for Preparing Capable Teachershile teacher education programmes are not required to prepare teachers to teach out-of-field, they do have the challenge of preparing well-informed, capable teachers. Critical to our understanding of how to approach out-of-field teaching in initial teacher education is identifying the types of activ作者: 態(tài)度暖昧 時(shí)間: 2025-3-29 10:00
Teacher Learning and Continuous Professional Developmentn the techniques employed in each country to upskill out-of-field teachers in specific disciplines. This chapter also proposes an international framework for teacher learning and professional development for out-of-field teachers that encompasses the best aspects of each country’s approach.作者: 沉思的魚 時(shí)間: 2025-3-29 15:19 作者: FLUSH 時(shí)間: 2025-3-29 19:23
Teaching Out-of-Field as a Phenomenon and Research Problem and help to organise teachers around common commitments and expertise. What happens for teachers who find themselves teaching a subject or level or which they are not specialised? While we know about teaching out-of-field from practice and research, there is a need to share and learn from each othe作者: 嚴(yán)厲譴責(zé) 時(shí)間: 2025-3-29 23:25
Measuring Out-of-Field Teaching have inadequate training and qualifications. In the 1990s, this problem began to receive much attention and it became common for major education reports and studies to include indicators of out-of-field teaching in their assessments of educational systems. However, there are a large number of diffe作者: 極肥胖 時(shí)間: 2025-3-30 02:15 作者: 步兵 時(shí)間: 2025-3-30 07:15 作者: 迷住 時(shí)間: 2025-3-30 08:13 作者: Paraplegia 時(shí)間: 2025-3-30 16:18
Subject-Specific Demands of Teaching: Implications for Out-of-Field Teacherse practices that delineate one subject from another in the traditional school curriculum. The chapter will explore how these disciplinary traits are translated into teaching as curriculum, knowledge and pedagogy, and how this subject-specificity of teaching is juxtaposed against the more generic asp作者: 搖曳的微光 時(shí)間: 2025-3-30 18:14
Out-of-Field Teaching Affecting Students and Learning: What Is Known and Unknowno teach a subject and the quality of student outcomes. The studies reported mixed findings when investigating the hypothesis that qualified, in-field teachers obtain better student outcomes then unqualified, out-of-field teachers. It is proposed that the research relating to the out-of-field phenome
