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Titlebook: Exploring Relational Professionalism in Schools; Anneli Frelin Book 2013 SensePublishers 2013 relationalpractice.teacher education

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發(fā)表于 2025-3-21 18:00:21 | 只看該作者 |倒序瀏覽 |閱讀模式
書目名稱Exploring Relational Professionalism in Schools
編輯Anneli Frelin
視頻videohttp://file.papertrans.cn/320/319563/319563.mp4
概述Written by experts, Gives a modern approach, Comprehensive in Scope
叢書名稱Studies in Professional Life and Work
圖書封面Titlebook: Exploring Relational Professionalism in Schools;  Anneli Frelin Book 2013 SensePublishers 2013 relationalpractice.teacher education
描述How is it that some teachers have just “got it”? They walk into a room and the atmosphere changes. They get through to students in a way that no-one else can. The author has sought answers to this question by observing and interviewing teachers from preschool to upper secondary school levels.Having intensively studied the highly influential but underestimated relational dimension of teaching, her contention is that these teachers successfully use relational practices to build educational relationships with their students and educational communities among them. Moreover, she finds that what may come across as a teacher’s personal traits is actually a sensible professional approach. These teachers haven’t “got it” - they “get it”.This book explains how teachers carry out their relational practices, and contains an abundance of everyday examples from all stages of education. The deep theoretical reasoning departs from these examples to create a compelling argument for a teacher’s relational professionality that is possible to learn and teach. New relational perspectives and concepts are introduced for the purpose of facilitating professional conversations about the profound dimension
出版日期Book 2013
關(guān)鍵詞relationalpractice; teacher education
版次1
doihttps://doi.org/10.1007/978-94-6209-248-8
isbn_ebook978-94-6209-248-8
copyrightSensePublishers 2013
The information of publication is updating

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Preliminaries: 00 and Design Patterns 101,es managing the classroom. My background as a school teacher has given me experience of all of these aspects of teacher knowledge. Although I view them as inevitably intertwined, my main interest lies in the latter of these three – managing classrooms, which in my terms really means managing relationships with students and between students.
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https://doi.org/10.1007/978-94-6209-248-8relationalpractice; teacher education
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d the atmosphere changes. They get through to students in a way that no-one else can. The author has sought answers to this question by observing and interviewing teachers from preschool to upper secondary school levels.Having intensively studied the highly influential but underestimated relational
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