International perspectives on knowledge and quality: implications for innovation in teacher education policy and practice
Gespeichert in:
Weitere Verfasser: | , , , |
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Format: | Elektronisch E-Book |
Sprache: | English |
Veröffentlicht: |
New York ; London
Bloomsbury Academic
2022
|
Ausgabe: | First Edition |
Schriftenreihe: | Reinventing teacher education
|
Schlagworte: | |
Online-Zugang: | BSB01 Volltext |
Beschreibung: | Includes bibliographical references and index |
Beschreibung: | 1 Online-Ressource (xxii, 241 Seiten) Illustrationen |
ISBN: | 9781350178434 9781350178410 |
DOI: | 10.5040/9781350178434 |
Internformat
MARC
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245 | 1 | 0 | |a International perspectives on knowledge and quality |b implications for innovation in teacher education policy and practice |c edited by Brian Hudson, Niklas Gericke, Christina Olin-Scheller & Martin Stolare |
250 | |a First Edition | ||
264 | 1 | |a New York ; London |b Bloomsbury Academic |c 2022 | |
300 | |a 1 Online-Ressource (xxii, 241 Seiten) |b Illustrationen | ||
336 | |b txt |2 rdacontent | ||
337 | |b c |2 rdamedia | ||
338 | |b cr |2 rdacarrier | ||
490 | 0 | |a Reinventing teacher education | |
500 | |a Includes bibliographical references and index | ||
505 | 8 | |a Powerful Professional Knowledge and Innovation in Teacher Education Policy and Practice -- Reinventing Subject Teaching in Integrated Teacher Education Programs in Norway -- Teacher Education and History Teachers' Powerful Professional Knowledge -- Embedding Epistemic Quality in the Pedagogy of Student Geography Teachers -- Epistemic Literacy as an Aim for Religious Education and Implications for Teacher Education -- Investigating Literature as Knowledge in School English -- Transforming Circular Economy Principles into Teachers' Powerful Professional Knowledge -- Teachers as Curriculum Makers for School Mathematics of High Epistemic Quality -- Establishing Links to Specialised Knowledge in Social Studies Teaching -- Supporting Teachers' Professional Development in Social Studies Education -- From a Personal to a Pedagogically Powerful Understanding of School Mathematics -- Implications of Powerful Professional Knowledge for Innovation in Teacher Education Policy and Practice. | |
653 | 0 | |a Teachers / Training of / Cross-cultural studies | |
653 | 0 | |a Education / Standards / Cross-cultural studies | |
653 | 0 | |a Knowledge, Theory of | |
700 | 1 | |a Hudson, Brian |d 1951- |0 (DE-588)1173731601 |4 edt | |
700 | 1 | |a Gericke, Niklas |4 edt | |
700 | 1 | |a Olin-Scheller, Christina |d 1958- |0 (DE-588)1071334964 |4 edt | |
700 | 1 | |a Stolare, Martin |4 edt | |
776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe |z 978-1-3501-7840-3 |
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Datensatz im Suchindex
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adam_txt | |
any_adam_object | |
any_adam_object_boolean | |
author2 | Hudson, Brian 1951- Gericke, Niklas Olin-Scheller, Christina 1958- Stolare, Martin |
author2_role | edt edt edt edt |
author2_variant | b h bh n g ng c o s cos m s ms |
author_GND | (DE-588)1173731601 (DE-588)1071334964 |
author_facet | Hudson, Brian 1951- Gericke, Niklas Olin-Scheller, Christina 1958- Stolare, Martin |
building | Verbundindex |
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callnumber-first | L - Education |
callnumber-label | LB1707 |
callnumber-raw | LB1707 |
callnumber-search | LB1707 |
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callnumber-subject | LB - Theory and Practice of Education |
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contents | Powerful Professional Knowledge and Innovation in Teacher Education Policy and Practice -- Reinventing Subject Teaching in Integrated Teacher Education Programs in Norway -- Teacher Education and History Teachers' Powerful Professional Knowledge -- Embedding Epistemic Quality in the Pedagogy of Student Geography Teachers -- Epistemic Literacy as an Aim for Religious Education and Implications for Teacher Education -- Investigating Literature as Knowledge in School English -- Transforming Circular Economy Principles into Teachers' Powerful Professional Knowledge -- Teachers as Curriculum Makers for School Mathematics of High Epistemic Quality -- Establishing Links to Specialised Knowledge in Social Studies Teaching -- Supporting Teachers' Professional Development in Social Studies Education -- From a Personal to a Pedagogically Powerful Understanding of School Mathematics -- Implications of Powerful Professional Knowledge for Innovation in Teacher Education Policy and Practice. |
ctrlnum | (ZDB-162-ECT)9781350178434 (OCoLC)1296348120 (DE-599)BVBBV047806931 |
doi_str_mv | 10.5040/9781350178434 |
edition | First Edition |
format | Electronic eBook |
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isbn | 9781350178434 9781350178410 |
language | English |
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physical | 1 Online-Ressource (xxii, 241 Seiten) Illustrationen |
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series2 | Reinventing teacher education |
spelling | International perspectives on knowledge and quality implications for innovation in teacher education policy and practice edited by Brian Hudson, Niklas Gericke, Christina Olin-Scheller & Martin Stolare First Edition New York ; London Bloomsbury Academic 2022 1 Online-Ressource (xxii, 241 Seiten) Illustrationen txt rdacontent c rdamedia cr rdacarrier Reinventing teacher education Includes bibliographical references and index Powerful Professional Knowledge and Innovation in Teacher Education Policy and Practice -- Reinventing Subject Teaching in Integrated Teacher Education Programs in Norway -- Teacher Education and History Teachers' Powerful Professional Knowledge -- Embedding Epistemic Quality in the Pedagogy of Student Geography Teachers -- Epistemic Literacy as an Aim for Religious Education and Implications for Teacher Education -- Investigating Literature as Knowledge in School English -- Transforming Circular Economy Principles into Teachers' Powerful Professional Knowledge -- Teachers as Curriculum Makers for School Mathematics of High Epistemic Quality -- Establishing Links to Specialised Knowledge in Social Studies Teaching -- Supporting Teachers' Professional Development in Social Studies Education -- From a Personal to a Pedagogically Powerful Understanding of School Mathematics -- Implications of Powerful Professional Knowledge for Innovation in Teacher Education Policy and Practice. Teachers / Training of / Cross-cultural studies Education / Standards / Cross-cultural studies Knowledge, Theory of Hudson, Brian 1951- (DE-588)1173731601 edt Gericke, Niklas edt Olin-Scheller, Christina 1958- (DE-588)1071334964 edt Stolare, Martin edt Erscheint auch als Druck-Ausgabe 978-1-3501-7840-3 https://doi.org/10.5040/9781350178434?locatt=label:secondary_bloomsburyCollections Verlag URL des Erstveröffentlichers Volltext |
spellingShingle | International perspectives on knowledge and quality implications for innovation in teacher education policy and practice Powerful Professional Knowledge and Innovation in Teacher Education Policy and Practice -- Reinventing Subject Teaching in Integrated Teacher Education Programs in Norway -- Teacher Education and History Teachers' Powerful Professional Knowledge -- Embedding Epistemic Quality in the Pedagogy of Student Geography Teachers -- Epistemic Literacy as an Aim for Religious Education and Implications for Teacher Education -- Investigating Literature as Knowledge in School English -- Transforming Circular Economy Principles into Teachers' Powerful Professional Knowledge -- Teachers as Curriculum Makers for School Mathematics of High Epistemic Quality -- Establishing Links to Specialised Knowledge in Social Studies Teaching -- Supporting Teachers' Professional Development in Social Studies Education -- From a Personal to a Pedagogically Powerful Understanding of School Mathematics -- Implications of Powerful Professional Knowledge for Innovation in Teacher Education Policy and Practice. |
title | International perspectives on knowledge and quality implications for innovation in teacher education policy and practice |
title_auth | International perspectives on knowledge and quality implications for innovation in teacher education policy and practice |
title_exact_search | International perspectives on knowledge and quality implications for innovation in teacher education policy and practice |
title_exact_search_txtP | International perspectives on knowledge and quality implications for innovation in teacher education policy and practice |
title_full | International perspectives on knowledge and quality implications for innovation in teacher education policy and practice edited by Brian Hudson, Niklas Gericke, Christina Olin-Scheller & Martin Stolare |
title_fullStr | International perspectives on knowledge and quality implications for innovation in teacher education policy and practice edited by Brian Hudson, Niklas Gericke, Christina Olin-Scheller & Martin Stolare |
title_full_unstemmed | International perspectives on knowledge and quality implications for innovation in teacher education policy and practice edited by Brian Hudson, Niklas Gericke, Christina Olin-Scheller & Martin Stolare |
title_short | International perspectives on knowledge and quality |
title_sort | international perspectives on knowledge and quality implications for innovation in teacher education policy and practice |
title_sub | implications for innovation in teacher education policy and practice |
url | https://doi.org/10.5040/9781350178434?locatt=label:secondary_bloomsburyCollections |
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