This book explores an area that has been somewhat overlooked in the literature to date - the current status and future trends of English education in Oman.
The book analyzes worldwide changes in school organization and the teaching profession, and how the profession has been impacted by education policies that promote assessments and accountability.
This book discusses the interwoven themes of teacher learning and classroom assessment, highlighting the complexity and intricacy of these processes in a range of very different classroom contexts.
This book discusses the use of futures methodologies to examine and critique teacher education and investigate drivers of change in teacher education contexts, providing readers with futures tools that they can use to explore curricula and pedagogies.
This volume sheds light on debates about personalised learning in teacher education by exploring the popular emergence of personalising learning in education and hence its significance in teacher education in the 21st century.
This book offers a comprehensive overview of the changes in foreign language teachers' cognition and practices during a four-year innovation project at a Chinese secondary school, and explores the factors that influenced the trajectory of those changes.
This book uses research and personal stories from university lecturers to explore pedagogical strategies that illuminate how students' minds can be 'switched on' in order to unlock their extraordinary potential.
This short book provides an introduction to the study of education, outlining the dual purpose of education - to help people live well and to help develop a world worth living in.
This textbook focuses on research in movement integration and the benefits of physical activity to the child's physical, cognitive, emotional, and social development.
This book provides a comprehensive overview of navigating the on-going systemic challenges, hardships, and problems facing many indigenous teacher education programs today, helping to foster a commitment to developing quality indigenous teacher education programs that are sustainable, distinctive and excellent.
This book details the findings of a small-scale research study on the use of real-time coaching in pre-service teacher education, founded upon the nexus of teacher education, mentoring, immediate feedback, teacher effectiveness, technology-enhanced learning and innovative approaches to developing better teaching practices.
This book provides a detailed account of the origin, development, administration, revision and subsequent research findings on the benchmarking initiative from 1996-2016.
This is the first book to connect the concepts of active learning and deep learning, and to delineate theory and practice through collaboration between scholars in higher education from three countries (Japan, the United States, and Sweden) as well as different subject areas (education, psychology, learning science, teacher training, dentistry, and business).
This book describes, problematises and theorises professional practice research in a range of Australian settings to provide evidence of robust, wide-ranging and contemporary approaches to professional experience in initial teacher education.
This book presents a collection of research-based narratives exploring the learning of pre-service teachers and teacher educators in a range of international professional experience (IPE) settings.
This book presents cutting-edge research findings in areas critical to advancing reading research in the 21st century context, including new literacies, reading motivation, strategy instruction, and reading intervention studies.
This book gathers a range of contributions from researchers and practitioners across borders with an emphasis on theoretical arguments and empirical data concerning teacher empowerment.
This volume addresses both 'evidence of impact' and 'impact of evidence' to reveal the complex dialogue between the enterprise of teacher education and evidence of its effects in the early 21st century, taking a critical position on the very notions of 'evidence' and 'impact' that underpin contemporary policy frameworks.
This state-of-the-art Companion assembles and assesses the extant research available on teacher education and provides clear guidelines on future directions.
This book provides an evidentiary basis for policy decisions regarding initial teacher education and beginning teaching and informs the design and delivery of teacher preparation programs.
This book provides scholars, teacher educators, as well as reflective school leaders and teachers with valuable insights into what it is to be a teacher in the 21st century.
This book (Volume II) brings together lectures given by eminent educationalists between 1983 and 2008 in memory of the work of Ruth Wong, an influential figure in the field of education in the 1970s and early 1980s.
This book presents research on emotion work and the emotional labour of teaching and learning based in England's further education sector, where an increasing emphasis on marketised systems means accountability and audit cultures have become embedded within everyday teaching practice.
Based on the teachings of Jesus and a biblical foundation, this book presents a new framework for education and teaching, referred to as the shalom education model, that addresses four essential questions in education (why teach, what to teach, how to teach and who are teachers?
Given the increasing speed of change and the information explosion around the world, this book draws attention to the practice of teaching for conceptual understanding, which has been heralded as an effective approach within many curriculum frameworks.
This book presents thirty-one accounts by final-year pre-service teachers, providing guidance and insights for less advanced teacher education students, and illustrating the use of life history and narrative stories as methods for pre-service teachers to explore educational issues in classroom practice.
This book presents innovative instructional interventions designed to support inquiry project-based learning as an approach to equip students with 21st century skills.
In this book we respond to a higher education environment that is on the verge of profound changes by imagining an evolving and agile problem-based learning ecology for learning.
The book investigates interest groups and various learning circles, Reading Circles (RCs) learning opportunity in particular, as a mode of in-class and beyond class autonomous learning in the context of English Language Teaching (ELT) at tertiary level in Oman, and in similar contexts in the Middle East and North Africa (MENA) region.
This book is a collected volume that brings together research from authors working in cross-disciplinary academic areas including early childhood, linguistics and education, and draws on the shared interests of the authors, namely understanding children's interactions and the co-production of knowledge in everyday communication.
This book shares the goal of the classic text How to Lie with Statistics, namely, preventing and correcting statistical misconceptions that are common among practitioners, though its focus is on the educational context.
This book, an inaugural publication from the Australian Teacher Education Association (ATEA), Teacher Education: Innovation, Intervention and Impact is both a product of, and seeks to contribute to, the changing global and political times in teacher education research.
En la primera parte del libro, se presentan temas objeto de reflexion por parte de tres profesores universitarios que exponen sus perspectivas sobre aspectos de interes para la comunidad docente.
Lösungen für konfliktgeladene Situationen in der SchuleKonkrete Lösungen für Lehrer:innen bei Respektlosigkeit bis körperlicher GewaltZahlreiche Fallbeispiele aus dem SchulalltagWährend des Unterrichts schlägt ein Mitschüler dem anderen plötzlich wütend auf den Rücken.
This book charts the firsthand experiences and challenges faced by Maltese early childhood educators in the implementation of a novel approach to the curriculum: the replacement of a prescriptive curricula with one co-constructed by the educator and the child.
El presente libro busca arrojar nuevas luces sobre la obra del pedagogo colombiano Agustín Nieto Caballero (1889-1975), destacado intelectual que marcó un hito en las prácticas pedagógicas y culturales en nuestro país y en América Latina, en el Siglo XX.
Aunque este libro opera como un espejo, que permite a cada docente verse en su relación con la disciplina que enseña, Nimier, como buen terapeuta, no deja a los docentes abrumados con el descubrimiento de una imagen que en nada se parece al ideal que los sostenía; por el contrario, los obliga a enfrentar esa imagen real, demostrándoles que es más fácil transformarla, asumiéndola en un trabajo terapéutico grupal o individual, que vivir negándola al no poder renunciar a un yo ideal esclavizante.
