Teachers as Learners (Record no. 113680)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 06001nam a22004695i 4500 |
| 001 - CONTROL NUMBER | |
| control field | 978-90-481-9676-0 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | DE-He213 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20140220084604.0 |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr nn 008mamaa |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 100807s2010 ne | s |||| 0|eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9789048196760 |
| -- | 978-90-481-9676-0 |
| 024 7# - OTHER STANDARD IDENTIFIER | |
| Standard number or code | 10.1007/978-90-481-9676-0 |
| Source of number or code | doi |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB1024.2-1050.75 |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB1705-2286 |
| 072 #7 - SUBJECT CATEGORY CODE | |
| Subject category code | JNMT |
| Source | bicssc |
| 072 #7 - SUBJECT CATEGORY CODE | |
| Subject category code | EDU046000 |
| Source | bisacsh |
| 072 #7 - SUBJECT CATEGORY CODE | |
| Subject category code | EDU024000 |
| Source | bisacsh |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370.711 |
| Edition number | 23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Kwo, Ora. |
| Relator term | editor. |
| 245 10 - TITLE STATEMENT | |
| Title | Teachers as Learners |
| Medium | [electronic resource] : |
| Remainder of title | Critical Discourse on Challenges and Opportunities / |
| Statement of responsibility, etc | edited by Ora Kwo. |
| 264 #1 - | |
| -- | Dordrecht : |
| -- | Springer Netherlands, |
| -- | 2010. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | XIV, 350 p. |
| Other physical details | online resource. |
| 336 ## - | |
| -- | text |
| -- | txt |
| -- | rdacontent |
| 337 ## - | |
| -- | computer |
| -- | c |
| -- | rdamedia |
| 338 ## - | |
| -- | online resource |
| -- | cr |
| -- | rdacarrier |
| 347 ## - | |
| -- | text file |
| -- | |
| -- | rda |
| 490 1# - SERIES STATEMENT | |
| Series statement | CERC Studies in Comparative Education ; |
| Volume number/sequential designation | 26 |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Research Stances on Learning and Teaching -- Research and Teacher Learning: Taking an Inquiry Stance -- Telling Stories: Understanding Teachers’ Identity in a Context of Curriculum Innovation -- Understanding Korean Children’s L2 Dialogue Journals: Towards a Model of Creative Apprenticeship for Integrating Teaching and Learning -- Teaching about Indigenous Forms of Knowledge: Insights from Non-Indigenous Teachers of Visual Arts Education in New Zealand -- Initial Teacher Education -- Mediating Inquiry: Using Videos of Exemplary Teaching in Pre-Service Teacher Education -- Working and Learning Under Pressure: Reflexivity on Teacher Experience and Development -- From SET to STELT: Seeking the Meaning of Learning as a Community for Curriculum Development -- Continuing Professional Development -- Lost in Translation: Mentors Learning to Participate in Competing Discourses of Practice -- The Role of the Headteacher in Teachers’ Continuing Professional Development -- Mentoring as a Key Strategy in the Development of a Community of Reflective Practitioners in Tertiary Education -- Policy Concerns for the Teaching Profession -- Lessons on Reform: A Story of Teaching as Lived Practice * -- Professional Standards: A Context for Teachers as Learners in Victorian Schools -- Professional Education for Teachers: Lessons from Other Professions -- Conclusion -- Teachers as Learners: A Moral Commitment. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | In movements of educational reform across the world, educators are forging new roles, identities and relationships. Leadership is of course vital, but needs to be rooted in a capacity for learning. This volume responds to some of the tensions and paradoxes typically associated with educational reform, presenting a critical discourse on teachers as learners. Contributing authors highlight a range of culturally related challenges that teachers should not face in isolation. Sustainable teachers’ learning ideally requires a collective engagement to turn challenges into opportunities in the quest for meaningful professional development. This book offers a vision of a new relationship among educational workers as a joint force of learners in a cross-boundary endeavour aimed at a renewed moral commitment to education. Ora KWO is an Associate Professor in the Faculty of Education at the University of Hong Kong. As a university academic who has been involved in teacher education for three decades, she specialises in research on professional development and on the processes of learning to teach. In 1997 she was awarded a University Teaching Fellowship by the University of Hong Kong in recognition of her excellence in teaching. Since then, her research interests have extended to the quality of teaching and learning in higher education, and to the building of learning communities. In 1999-2000 she held a Universitas 21 Fellowship at the University of British Columbia in Vancouver. Since 2001, she has been an Honorary Professor at Hangzhou Normal University in China, where she initiated the building of a learning community under the theme, Teachers and Teacher Educators in Action Learning” (TATEAL). CERC Studies in Comparative Education (For complete publications list and other details, see inside pages) Other books published by CERC include: Carol K.K. Chan & Nirmala Rao (eds.) (2009): Revisiting The Chinese Learner: Changing Contexts, Changing Education. ISBN 978-962-8093-16-8. · Donald B. Holsinger & W. James Jacob (eds.) (2008): Inequality in Education: Comparative and International Perspectives. ISBN 978-962-8093-14-4. · Nancy Law, Willem J Pelgrum & Tjeerd Plomp (eds.) (2008): Pedagogy and ICT Use in Schools around the World: Findings from the IEA SITES 2006 Study. ISBN 978-962-8093-65-6. · David L. Grossman, Wing On Lee & Kerry J. Kennedy (eds.) (2008): Citizenship Curriculum in Asia and the Pacific. ISBN 978-962-8093-69-4. · David A. Watkins & John B. Biggs (eds.) (2001, reprinted 2009): Teaching the Chinese Learner: Psychological and Pedagogical Perspectives. ISBN 978-962-8093-72-4. · David A. Watkins & John B. Biggs (eds.) (1996, reprinted 1999): The Chinese Learner: Cultural, Psychological and Contextual Influences. ISBN 978-0-86431-182-5. Order through bookstores or from: Comparative Education Research Centre Faculty of Education, The University of Hong Kong Pokfulam Road, Hong Kong, China. Fax: (852) 2517 4737 E-mail: cerc@hkusub.hku.hk Website: www.hku.hk/cerc |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Education. |
| 650 14 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Education. |
| 650 24 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Teaching and Teacher Education. |
| 650 24 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Learning & Instruction. |
| 650 24 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Educational Policy and Politics. |
| 710 2# - ADDED ENTRY--CORPORATE NAME | |
| Corporate name or jurisdiction name as entry element | SpringerLink (Online service) |
| 773 0# - HOST ITEM ENTRY | |
| Title | Springer eBooks |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Display text | Printed edition: |
| International Standard Book Number | 9789048196753 |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | CERC Studies in Comparative Education ; |
| Volume number/sequential designation | 26 |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | http://dx.doi.org/10.1007/978-90-481-9676-0 |
| 912 ## - | |
| -- | ZDB-2-SHU |
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