Hannu L. T. Heikkinen – författare
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3 produkter
3 produkter
Inbunden, Engelska, 2012
2 289 kr
Skickas inom 10-15 vardagar
Supporting new teachers is a common challenge globally and the European Commission has recently emphasised the need to promote a lifelong continuum of teachers’ professional development by building bridges between pre-service and in-service teacher education.Peer-Group Mentoring for Teacher Development introduces and contextualises for an international audience, a new model for teachers’ professional development; Peer Group Mentoring, (PGM). It is based on the constructivist view of learning, the idea of shared expertise, and the ‘Model of Integrative Pedagogy’ which emphasises the integration of different forms of expert knowledge in professional development.This book explores the theoretical and practical background for developing the peer-group mentoring model, and provides important contextual information about the Finnish school system in which it was conceptualised, and also about teacher education. It presents several empirical studies on applying the PGM model with primary and secondary school teachers in different school contexts, and outlines future challenges; examining peer-group mentoring in the framework of wider practice architectures of teacher education. The book is an indispensable reference tool for educationalists and education researchers interested in collaborative and dialogic learning, teacher professional development and school administration.
Häftad, Engelska, 2012
785 kr
Skickas inom 10-15 vardagar
Supporting new teachers is a common challenge globally and the European Commission has recently emphasised the need to promote a lifelong continuum of teachers’ professional development by building bridges between pre-service and in-service teacher education.Peer-Group Mentoring for Teacher Development introduces and contextualises for an international audience, a new model for teachers’ professional development; Peer Group Mentoring, (PGM). It is based on the constructivist view of learning, the idea of shared expertise, and the ‘Model of Integrative Pedagogy’ which emphasises the integration of different forms of expert knowledge in professional development.This book explores the theoretical and practical background for developing the peer-group mentoring model, and provides important contextual information about the Finnish school system in which it was conceptualised, and also about teacher education. It presents several empirical studies on applying the PGM model with primary and secondary school teachers in different school contexts, and outlines future challenges; examining peer-group mentoring in the framework of wider practice architectures of teacher education. The book is an indispensable reference tool for educationalists and education researchers interested in collaborative and dialogic learning, teacher professional development and school administration.
- Nyhet
Inbunden, Engelska, 2026
539 kr
Skickas inom 5-8 vardagar
This open access book presents the findings of a research project conducted through the auspices of the Wisdom in Practice (WiP) programme funded by the Research Council of Finland. The WiP programme involved researchers from a range of academic fields, including education, philosophy, and psychology, internationally, and comprises a multi-year project with three distinct but interrelated programmes of inquiry. The first is a theoretical review of what constitutes wisdom in practice, the second is an empirically driven investigation into what constitutes wisdom in practice in the contemporary era, and the third concerns educational perspectives into wisdom development, informed by previous and current empirical research and aimed at rethinking the purposes and processes of educational practice. This book comprises four sections structured after the elements of the research programme: i) Wisdom in practice: the contemporary imperative, current conceptions and suggestions for its development; ii) Wisdom in practice: historical perspectives and contemporary conceptions; iii) Empirically driven perspectives of wisdom in practice; and iv) Developing wise practice through tertiary education.