Literaturnachweis - Detailanzeige
| Autor/inn/en | Jacobs, Jennifer; Assaf, Lori Czop; Lee, Kathryn S. |
|---|---|
| Titel | Professional Development for Teacher Educators: Conflicts between Critical Reflection and Instructional-Based Strategies |
| Quelle | In: Professional Development in Education, 37 (2011) 4, S.499-512 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1941-5257 |
| Schlagwörter | Teacher Education Programs; Professional Development; Teacher Educators; Conflict; Reflection; Interviews; Beliefs; Culturally Relevant Education; Bilingualism; Questionnaires; Cultural Differences; Multicultural Education; Educational Quality; Educational Experience; Educational Strategies |
| Abstract | This research study used in-depth interviews to examine a professional development book club of teacher educators exploring their beliefs about language diversity and how to prepare future teachers for culturally and linguistically diverse schools. Findings include the centrality of lived experiences, conflicting ideas of high-quality pedagogy and tensions with the process. This study has implications for teacher education program development as well as strategies to support professional development related to cultural and linguistic diversity. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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