Mendeley出力
School-based Partnerships in Teacher Education : A Research Informed Model for Universities, Schools and Beyond / edited by Linda Hobbs, Coral Campbell, Mellita Jones
| 資料タイプ | 電子ブック |
|---|---|
| 版 | 1st ed. 2018. |
| 出版情報 | 製作表示:Singapore : Springer Nature Singapore : Imprint: Springer , 2018 |
| 大きさ | XIX, 285 p. 14 illus : online resource |
書誌詳細を非表示
| 一般注記 | Part 1 Framing the STEPS Project Partnership Theory and Practice -- 1 Theory and practice: The context of partnerships in teacher education -- 2 Science Teacher Education Partnerships with Schools (STEPS) -- 3 Models of School-based practice: Partnerships in Practice -- Part 2 STEPS Interpretive Framework as a partnership model -- 4 Linking theory and practice through partnerships -- 5 Representing Partnerships Practices -- 6 Growing University-School Partnerships -- 7 A Partnership Journey Narrative: The case of Damtru, Science Teacher Educator -- 8 Growing through partnerships -- 9 Sustaining School-University Partnerships: Threats, Challenges and Critical Success Factors -- Part 3 Application of the partnership model in other contexts -- 10 Teacher Education at Trinity University meets the STEPS Interpretive Framework -- 11 A New Zealand collaborative university-school partnership: Applying the STEPS framework -- 12 The case of the Catholic Teacher Education Consortium: Using the STEPS framework to analyse a school-university partnership -- 13 Negotiating partnerships in a STEM teacher professional development program: Applying the STEPS Interpretive Framework -- 14 Scientists and Mathematicians in Schools: CSIRO, Australia -- 15 Case studies exploring the applicability of the STEPS Interpretive Framework in other Professions -- 16 Visionary practice This book demonstrates school-based approaches to primary science teacher education. The models used involve partnerships between universities and primary schools to engage pre-service primary teachers in classroom teaching and learning that effectively connects theory with practice separate to the formal practicum arrangements. The book is a culmination of the research and collaboration of researchers from five Australian universities involved in the Science Teacher Education Partnerships with Schools (STEPS) project, funded by the Australian Government Office for Learning and Teaching. While the STEPS project focused on partnerships in primary science teacher education, a key strength of the partnership model (the STEPS Interpretive Framework) developed and explored in this book is its applicability for cross-case, national, international, and inter-state analyses of partnership practices. This is shown through a number of case studies where the STEPS Interpretive Framework is applied and evaluated in the context of other school- or learning-related partnerships. These broad-ranging analyses illustrate the relevance of the model to a range of settings, both within and outside of education HTTP:URL=https://doi.org/10.1007/978-981-13-1795-8 |
|---|---|
| 著者標目 | Hobbs, Linda editor Campbell, Coral editor Jones, Mellita editor SpringerLink (Online service) |
| 件 名 | LCSH:Teachers -- Training of
全ての件名で検索
LCSH:Professional education LCSH:Vocational education LCSH:Learning, Psychology of LCSH:Science -- Study and teaching 全ての件名で検索 FREE:Teaching and Teacher Education FREE:Professional and Vocational Education FREE:Instructional Psychology FREE:Science Education |
| 分 類 | LCC:LB1705-2286 DC23:370.711 |
| 書誌ID | EB16356056 |
| ISBN | 9789811317958 |