Relational Expertise of Teacher Educators: Theory and Practice
A clear, concise and critical account of the theory and practice of teacher educator expertise as both relational and second order, that is how to work with someone else so they are able to learn the how and why of teaching
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
St Albans
Critical Publishing
2023
|
| Ausgabe: | 1st ed |
| Schriftenreihe: | Critical Guides for Teacher Educators Series
|
| Schlagworte: | |
| Online-Zugang: | DE-2070s |
| Zusammenfassung: | A clear, concise and critical account of the theory and practice of teacher educator expertise as both relational and second order, that is how to work with someone else so they are able to learn the how and why of teaching |
| Beschreibung: | Description based on publisher supplied metadata and other sources |
| Beschreibung: | 1 Online-Ressource (84 Seiten) |
| ISBN: | 9781915713254 |
Internformat
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| 245 | 1 | 0 | |a Relational Expertise of Teacher Educators |b Theory and Practice |
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| 264 | 1 | |a St Albans |b Critical Publishing |c 2023 | |
| 264 | 4 | |c ©2023 | |
| 300 | |a 1 Online-Ressource (84 Seiten) | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 490 | 0 | |a Critical Guides for Teacher Educators Series | |
| 500 | |a Description based on publisher supplied metadata and other sources | ||
| 505 | 8 | |a Cover -- Half Title -- Dedication -- Title Page -- Copyright Page -- Contents -- About the series editor and author -- Foreword -- Acknowledgements -- Chapter 1 About this book -- Who is it for? -- Context and approach -- What is the importance of theory for practice? -- Structure of the book -- Chapter 2 Teacher educators as expert colleagues -- Critical issues -- Introduction -- Teacher educators: expert teachers? -- Defining expertise -- Process accounts of expertise -- Process: novice to expert -- Process: deliberate practice -- Student teachers: novices? -- What student teachers need to know -- The importance of professional knowledge -- Teaching: performance or practice? -- Making the tacit explicit -- Reflections -- In a nutshell -- Reflections on critical issues -- Further reading -- Chapter 3 Being expert: A relational approach -- Critical issues -- Introduction -- Theoretical background -- Vygotsky to Hedegaard -- Lev Vygotsky: mediation -- Alexei Leontiev: object of activity and object motive -- CHAT: activity systems -- Marianne Hedegaard: motive orientation, demands and planes of analysis -- Reflections -- Working relationally -- Concepts as tools -- Reflections -- Relational expertise -- Relational expertise as pedagogic action -- Reflections -- Common knowledge -- Common knowledge as pedagogic action -- Relational agency -- Reflections -- In a nutshell -- Reflections on critical issues -- Further reading -- Chapter 4 Using the theory of relational expertise in your practice -- Critical issues -- Introduction -- Double move: developing the conceptual understanding of your student teachers -- Know-why: connecting teaching aims with teaching actions -- Second-order practice: using your relational expertise rather than being 'an expert' -- In a nutshell -- Reflections on critical issues -- Further reading | |
| 505 | 8 | |a Chapter 5 Practical theorising with student teachers -- Critical issues -- Introduction -- What is practical theorising? -- Relational expertise and practical theorising -- Mentoring -- Discussion and analysis -- In a nutshell -- Reflections on critical issues -- Further reading -- Chapter 6 Conclusion -- Introduction -- Integrating ideas into practice: addressing what matters -- Next steps: a metacommentary -- References -- Index | |
| 520 | |a A clear, concise and critical account of the theory and practice of teacher educator expertise as both relational and second order, that is how to work with someone else so they are able to learn the how and why of teaching | ||
| 650 | 4 | |a Teacher educators | |
| 700 | 1 | |a Menter, Ian |e Sonstige |4 oth | |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe |a Shires, Lorna |t Relational Expertise of Teacher Educators |d St Albans : Critical Publishing,c2023 |z 9781915713247 |
| 943 | 1 | |a oai:aleph.bib-bvb.de:BVB01-035509769 | |
| 966 | e | |u https://ebookcentral.proquest.com/lib/hwr/detail.action?docID=7179387 |l DE-2070s |p ZDB-30-PQE |q HWR_PDA_PQE |x Aggregator |3 Volltext | |
Datensatz im Suchindex
| _version_ | 1824508693574582272 |
|---|---|
| adam_text | |
| any_adam_object | |
| author | Shires, Lorna |
| author_facet | Shires, Lorna |
| author_role | aut |
| author_sort | Shires, Lorna |
| author_variant | l s ls |
| building | Verbundindex |
| bvnumber | BV050173889 |
| contents | Cover -- Half Title -- Dedication -- Title Page -- Copyright Page -- Contents -- About the series editor and author -- Foreword -- Acknowledgements -- Chapter 1 About this book -- Who is it for? -- Context and approach -- What is the importance of theory for practice? -- Structure of the book -- Chapter 2 Teacher educators as expert colleagues -- Critical issues -- Introduction -- Teacher educators: expert teachers? -- Defining expertise -- Process accounts of expertise -- Process: novice to expert -- Process: deliberate practice -- Student teachers: novices? -- What student teachers need to know -- The importance of professional knowledge -- Teaching: performance or practice? -- Making the tacit explicit -- Reflections -- In a nutshell -- Reflections on critical issues -- Further reading -- Chapter 3 Being expert: A relational approach -- Critical issues -- Introduction -- Theoretical background -- Vygotsky to Hedegaard -- Lev Vygotsky: mediation -- Alexei Leontiev: object of activity and object motive -- CHAT: activity systems -- Marianne Hedegaard: motive orientation, demands and planes of analysis -- Reflections -- Working relationally -- Concepts as tools -- Reflections -- Relational expertise -- Relational expertise as pedagogic action -- Reflections -- Common knowledge -- Common knowledge as pedagogic action -- Relational agency -- Reflections -- In a nutshell -- Reflections on critical issues -- Further reading -- Chapter 4 Using the theory of relational expertise in your practice -- Critical issues -- Introduction -- Double move: developing the conceptual understanding of your student teachers -- Know-why: connecting teaching aims with teaching actions -- Second-order practice: using your relational expertise rather than being 'an expert' -- In a nutshell -- Reflections on critical issues -- Further reading Chapter 5 Practical theorising with student teachers -- Critical issues -- Introduction -- What is practical theorising? -- Relational expertise and practical theorising -- Mentoring -- Discussion and analysis -- In a nutshell -- Reflections on critical issues -- Further reading -- Chapter 6 Conclusion -- Introduction -- Integrating ideas into practice: addressing what matters -- Next steps: a metacommentary -- References -- Index |
| ctrlnum | (ZDB-30-PQE)EBC7179387 (ZDB-30-PAD)EBC7179387 (ZDB-89-EBL)EBL7179387 (OCoLC)1377815439 (DE-599)BVBBV050173889 |
| dewey-full | 370.71/1 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.71/1 |
| dewey-search | 370.71/1 |
| dewey-sort | 3370.71 11 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 1st ed |
| format | Electronic eBook |
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| id | DE-604.BV050173889 |
| illustrated | Not Illustrated |
| indexdate | 2025-02-19T17:44:41Z |
| institution | BVB |
| isbn | 9781915713254 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-035509769 |
| oclc_num | 1377815439 |
| open_access_boolean | |
| owner | DE-2070s |
| owner_facet | DE-2070s |
| physical | 1 Online-Ressource (84 Seiten) |
| psigel | ZDB-30-PQE HWR_PDA_PQE |
| publishDate | 2023 |
| publishDateSearch | 2023 |
| publishDateSort | 2023 |
| publisher | Critical Publishing |
| record_format | marc |
| series2 | Critical Guides for Teacher Educators Series |
| spelling | Shires, Lorna Verfasser aut Relational Expertise of Teacher Educators Theory and Practice 1st ed St Albans Critical Publishing 2023 ©2023 1 Online-Ressource (84 Seiten) txt rdacontent c rdamedia cr rdacarrier Critical Guides for Teacher Educators Series Description based on publisher supplied metadata and other sources Cover -- Half Title -- Dedication -- Title Page -- Copyright Page -- Contents -- About the series editor and author -- Foreword -- Acknowledgements -- Chapter 1 About this book -- Who is it for? -- Context and approach -- What is the importance of theory for practice? -- Structure of the book -- Chapter 2 Teacher educators as expert colleagues -- Critical issues -- Introduction -- Teacher educators: expert teachers? -- Defining expertise -- Process accounts of expertise -- Process: novice to expert -- Process: deliberate practice -- Student teachers: novices? -- What student teachers need to know -- The importance of professional knowledge -- Teaching: performance or practice? -- Making the tacit explicit -- Reflections -- In a nutshell -- Reflections on critical issues -- Further reading -- Chapter 3 Being expert: A relational approach -- Critical issues -- Introduction -- Theoretical background -- Vygotsky to Hedegaard -- Lev Vygotsky: mediation -- Alexei Leontiev: object of activity and object motive -- CHAT: activity systems -- Marianne Hedegaard: motive orientation, demands and planes of analysis -- Reflections -- Working relationally -- Concepts as tools -- Reflections -- Relational expertise -- Relational expertise as pedagogic action -- Reflections -- Common knowledge -- Common knowledge as pedagogic action -- Relational agency -- Reflections -- In a nutshell -- Reflections on critical issues -- Further reading -- Chapter 4 Using the theory of relational expertise in your practice -- Critical issues -- Introduction -- Double move: developing the conceptual understanding of your student teachers -- Know-why: connecting teaching aims with teaching actions -- Second-order practice: using your relational expertise rather than being 'an expert' -- In a nutshell -- Reflections on critical issues -- Further reading Chapter 5 Practical theorising with student teachers -- Critical issues -- Introduction -- What is practical theorising? -- Relational expertise and practical theorising -- Mentoring -- Discussion and analysis -- In a nutshell -- Reflections on critical issues -- Further reading -- Chapter 6 Conclusion -- Introduction -- Integrating ideas into practice: addressing what matters -- Next steps: a metacommentary -- References -- Index A clear, concise and critical account of the theory and practice of teacher educator expertise as both relational and second order, that is how to work with someone else so they are able to learn the how and why of teaching Teacher educators Menter, Ian Sonstige oth Erscheint auch als Druck-Ausgabe Shires, Lorna Relational Expertise of Teacher Educators St Albans : Critical Publishing,c2023 9781915713247 |
| spellingShingle | Shires, Lorna Relational Expertise of Teacher Educators Theory and Practice Cover -- Half Title -- Dedication -- Title Page -- Copyright Page -- Contents -- About the series editor and author -- Foreword -- Acknowledgements -- Chapter 1 About this book -- Who is it for? -- Context and approach -- What is the importance of theory for practice? -- Structure of the book -- Chapter 2 Teacher educators as expert colleagues -- Critical issues -- Introduction -- Teacher educators: expert teachers? -- Defining expertise -- Process accounts of expertise -- Process: novice to expert -- Process: deliberate practice -- Student teachers: novices? -- What student teachers need to know -- The importance of professional knowledge -- Teaching: performance or practice? -- Making the tacit explicit -- Reflections -- In a nutshell -- Reflections on critical issues -- Further reading -- Chapter 3 Being expert: A relational approach -- Critical issues -- Introduction -- Theoretical background -- Vygotsky to Hedegaard -- Lev Vygotsky: mediation -- Alexei Leontiev: object of activity and object motive -- CHAT: activity systems -- Marianne Hedegaard: motive orientation, demands and planes of analysis -- Reflections -- Working relationally -- Concepts as tools -- Reflections -- Relational expertise -- Relational expertise as pedagogic action -- Reflections -- Common knowledge -- Common knowledge as pedagogic action -- Relational agency -- Reflections -- In a nutshell -- Reflections on critical issues -- Further reading -- Chapter 4 Using the theory of relational expertise in your practice -- Critical issues -- Introduction -- Double move: developing the conceptual understanding of your student teachers -- Know-why: connecting teaching aims with teaching actions -- Second-order practice: using your relational expertise rather than being 'an expert' -- In a nutshell -- Reflections on critical issues -- Further reading Chapter 5 Practical theorising with student teachers -- Critical issues -- Introduction -- What is practical theorising? -- Relational expertise and practical theorising -- Mentoring -- Discussion and analysis -- In a nutshell -- Reflections on critical issues -- Further reading -- Chapter 6 Conclusion -- Introduction -- Integrating ideas into practice: addressing what matters -- Next steps: a metacommentary -- References -- Index Teacher educators |
| title | Relational Expertise of Teacher Educators Theory and Practice |
| title_auth | Relational Expertise of Teacher Educators Theory and Practice |
| title_exact_search | Relational Expertise of Teacher Educators Theory and Practice |
| title_full | Relational Expertise of Teacher Educators Theory and Practice |
| title_fullStr | Relational Expertise of Teacher Educators Theory and Practice |
| title_full_unstemmed | Relational Expertise of Teacher Educators Theory and Practice |
| title_short | Relational Expertise of Teacher Educators |
| title_sort | relational expertise of teacher educators theory and practice |
| title_sub | Theory and Practice |
| topic | Teacher educators |
| topic_facet | Teacher educators |
| work_keys_str_mv | AT shireslorna relationalexpertiseofteachereducatorstheoryandpractice AT menterian relationalexpertiseofteachereducatorstheoryandpractice |