Teacher Development

Knowledge and Context

Inbunden, Engelska, 2007

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Beskrivning

This book critically examines the concepts of teacher knowledge, the effectiveness of teaching, and the relationships between these and the context in which teachers work and live. Providing an original analysis of empirical evidence from the UK Department for International Development's substantial 20-year language teacher education programme in China, this study demonstrates how both the understanding and effectiveness of teaching and teacher education are shaped by cultural contexts and traditions. The author points out the difficulties caused when teacher educators fail to realise this. Qing Gu also reveals the importance of identifying variations in teacher knowledge within single cultures and areas of common ground across cultures, articulating the key findings for sustaining and improving the long term effectiveness of teacher education programmes within the contemporary context of internationalisation.

Produktinformation

Utgivningsdatum:2007-09-15
Mått:156 x 234 x 15 mm
Vikt:460 g
Format:Inbunden
Språk:Engelska
Antal sidor:192
Förlag:Bloomsbury Publishing PLC
ISBN:9780826493415

Utforska kategorier

Mer om författaren

Qing Gu is Research Fellow in the School of Education, University of Nottingham, UK. She has written on the subject of teacher development and intercultural pedagogies for a number of international journals. She is the co-author of Teachers Matter (2007).

Recensioner i media

"...this is a scholarly addition to thee literature on professional development. Grounded as it is in doctoral research, the claims are well supported by both quantitative and qualitative evidence. The author is able to bring both an insider and outsider perspective to the study as her background spans both Chinese and British cultures. The writing style employs the structural style of a sound doctoral dissertation with clear advance organisers and structural cues for the reader...it will speak to anyone who is involved as either a provider or recipient of professional development across cultural boundaries. As I read it I frequently paused to consider my own experiences as a provider of in-service education in the field of science education in a similar cross-cultural environment." British Educational Research Journal, October 2009

Innehållsförteckning

Chapter One: Challenges to teacher expertise in changing times; Chapter Two: Setting the Scene: Whose context for what quality?; Chapter Three: Traditions and innovations: Is there a third way?; Chapter Four: Teaching effectiveness in context; Chapter Five: Variations in Beliefs and Practices; Chapter Six: Training and Development in Context; Chapter Seven: Knowledge, Context and Professional Development; References; Index.