Teacher Thinking Beliefs And Knowledge In Higher Education
Teacher Thinking Beliefs And Knowledge In Higher Education Book in PDF, ePub and Kindle version is available to download in english. Read online anytime anywhere directly from your device. Click on the download button below to get a free pdf file of Teacher Thinking Beliefs And Knowledge In Higher Education book. This book definitely worth reading, it is an incredibly well-written.
Teacher Thinking, Beliefs and Knowledge in Higher Education by N. Hativa,Jeffrey Goodyear Pdf
This volume addresses the important problem of understanding good university teaching, and focuses on the thinking, beliefs, and knowledge, which accompany teachers' actions. It is the first book to address this area and it promises to become a landmark volume in the field - helping us to understand a complex area of human activity and improve both teaching and learning. It is for education researchers, staff/faculty developers and educational developers.
Although teachers are recognized as one of the most important factors in the effective education of children, much of the power they possess remains unexamined. Teaching in Mind offers teachers a variety of ways to explore their own beliefs, values, meanings, metaphors, and presuppositions that often result in conflict in an educational setting. It helps teachers reflect on and evaluate their thinking, envision their ideal classroom, and select teaching methods to support their vision. Teaching in Mind encourages teachers to value their own expertise and to take their place as leaders in educational improvement.
Research on Teacher Thinking by James Calderhead,Pam Denicolo,Christopher Day Pdf
This is a companion volume to the editors' Insights into Teachers' Thinking and Practice (Falmer Press, 1999) and seeks to carry the discussion on further illustrating that there is a continuing intensity of thought, activity and debate on how to conceptualise research on teacher thinking, and thus generate knowledge for further understanding and action. The ethical questions on undertaking research on the inner lives of teachers remain unresolved. The international team present chapters which investigate the relationship between the researcher and the researched, and the relevance and role of research in teacher development. The papers are not presented as 'best practice' for such definitions would be inevitably value laden. Rather, they are indications and anticipations of key areas for the development of understanding of teachers' thinking and actions in the 1990s.
Being A Teacher In Higher Education by Knight, Peter Pdf
Being A Teacher in Higher Education draws extensively on research literatures to give detailed advice about the core business of teaching: instruction, learning activities, assessment, planning and getting good evaluations. It offers hundreds of practical suggestions in a collegial rather than didactic style. This is not, however, another book of tips or heroic success stories. For one thing Peter Knight appreciates the different circumstances that new, part-time and established teachers are in. For another, he insists that teaching well (and enjoying it) is as much about how teachers feel about themselves as it is about how many slick teaching techniques they can string together. He argues that it is important to develop a sense of oneself as a good teacher (particularly in increasingly difficult working conditions); and it is for this reason that the final part of this work is about career management and handling change. This is a book about doing teaching and being a teacher: about reducing the likelihood of burn-out and improving the chances of getting the psychic rewards that make teaching fulfilling. It is an optimistic book for teachers in universities, many of whom feel that opportunities for professional fulfilment are becoming frozen.
From Teacher Thinking to Teachers and Teaching by Cheryl J. Craig,Paulien C. Meijer,Jan Broeckmans Pdf
This volume covers advances that have occurred in the thirty year existence of the International Study Association on Teachers and Teaching (ISATT), the organization that helped transition the study of teacher thinking to the study of teachers and teaching in all of its complexities.
Teacher Thinking Twenty Years on by Pam M. Denicolo,Michael Kompf Pdf
The papers from the first two International Study Association on Teachers and Teaching conferences are presented in this title as book chapters. Each paper has historical value, marking as they do, both a change in topic focus and a revolution in research practice. They also have a practical value in that they provide a large reference source for, and a wide range of examples of, both topics and methods of research. Value for the future can be found in the texts that note lacunae in research and unresolved issues. Further, since the chapters derive from research conducted in a variety of national contexts, revealing some evidence of common constraints and opportunities impinging on education at the time, questions are stimulated about what has changed and what has stayed the same in the interim.
Teacher Beliefs and Classroom Performance by James Raths,Amy C. McAninch Pdf
This volume of Advances in Teacher Education is about beliefs held by teachers and addresses the important topic of teacher beliefs from a variety of disciplinary perspectives. Most of the authors who have contributed to this collection of essays assume that beliefs are propositions that are felt to be true by the person embracing them, but that do not necessarily rest on the kind of evidence that justifies the use of the term “knowledge.” Teacher beliefs are an important topic because it is hypothesized that teachers and teacher candidates use them to shape the information they receive from formal teacher preparation and to direct subsequent decision-making in the classroom.
Teaching for Effective Learning in Higher Education by N. Hativa Pdf
This book identifies strategies that are consistently associated with good teaching and presents them within a theoretical framework that explains how they promote students' active and meaningful learning. The book promotes teachers' pedagogical knowledge and their perception of teaching as scholarly, intellectual work, and provides extensive practical advice.
Teacher Thinking and Professional Action by Pam Denicolo,Michael Kompf Pdf
Broad in theme, international in scope and thorough in detail, this book is based on a selection of papers presented at the third bi-annual ISATTs conference and updated by each contributor to include their current thoughts and opinions.
Teaching Psychology in Higher Education by Dominic Upton,Annie Trapp Pdf
This ground-breaking book is the first to address the learning andteaching issues associated with psychology in Higher Education inthe UK and Europe Presents effective, evidence-based practice and advice for bothexperienced and new lecturers Covers challenging areas of psychology teaching, such asresearch methods and statistics, supervision of research projectsand management of online learning Relevant for European Universities aligning with the BolognaDeclaration
Styles of Practice in Higher Education by Carol Evans,Maria Kozhevnikov Pdf
This book highlights important discussions occurring within the styles field that have direct relevance for the development of effective twenty-first century learning environments. Styles research in this context is used as an umbrella term to encompass cognitive styles, learning styles, and approaches to learning, as well as student and teacher beliefs and conceptions of learning and teaching. Styles have the capacity to influence instruction in the ways that an educator chooses to design and deliver the curriculum. However, the potential of styles to inform teaching and learning, and vice-versa remains under-explored. Furthermore, the frequent misuse and misinterpretation of styles has led to over simplistic assumptions and practices including the labelling of learners as one style or another and the focus on matching mode of instruction to style of learner. A fundamental challenge, therefore, remains the dissemination of clear guidance on the effective ways of using styles research in practice; this is the core aim of the Education, Learning, Styles, Individual differences Network, whose members have contributed chapters to this book. The volume provides a major contribution to the knowledge base on enhancing the application of styles research to practice within both educational and workplace settings and is of considerable value to those involved in the design and delivery of effective learning environments within higher education. Relationships between styles variables and other individual learning differences are considered across a range of subject domains (medicine, science, teacher education) and cultural contexts. The key themes discussed include the potential of constructivist environments to effect change in learning behaviours; the notion of deep approaches to learning; relationships between approaches to learning and self-regulated learning; the varied learning and teaching responses of students/teachers to specific constructivist interventions including the identification of specific patterns of responses that are characteristic of highlighted groups; relationships between conceptions and approaches to learning and teaching This book was originally published as a special issue of Research Papers in Education.
International Perspectives on Teaching Excellence in Higher Education by Alan Skelton Pdf
There has been an explosion of interest in teaching excellence in higher education. Once labelled the ‘poor relation’ of the research/teaching divide, teaching is now firmly on the policy agenda; pressure on institutions to improve the quality of teaching has never been greater and significant funding seeks to promote teaching excellence in higher education institutions. This book constitutes the first serious scrutiny of how and why it should be achieved. International perspectives from educational researchers, award winning teachers, practitioners and educational developers consider key topics, including: policy initiatives research-led teaching teaching excellence and scholarship the significance of academic disciplines research into teaching excellence rewarding through promotion inclusive learning and ICT. Teaching Excellence in Higher Education provides a guide for all those supporting, promoting and trying to achieve teaching excellence in higher education and sets the scene for teaching excellence as a field for serious investigation and critical enquiry.
Teaching for Understanding at University by Noel Entwistle Pdf
Research into how teaching affects the quality of student learning at university is a rapidly changing field. University teachers are increasingly required to develop their own strategies for effective teaching, often with limited guidance from their institutions. Teaching for Understanding at University not only outlines a wide range of recent developments in the area, but shows how approaches can be brought together to help university teachers think more imaginatively about ways of encouraging students' learning. Written in a way designed to be interesting and accessible to university teachers across disciplines, the volume concentrates on how students reach a personal understanding of the subject they are studying. Covering academic understanding, approaches to teaching, assessment methods and evaluation of teaching, the book provides a comprehensive introduction to the latest ideas on teaching and learning. Avoiding unnecessary jargon and 'business speak', this is the ideal book for the newly qualified lecturer, as well as the more experienced academic who is keen to consider their teaching methods from a fresh perspective. Noel Entwistle is Professor Emeritus of Education at the University of Edinburgh. He was previously the editor of the British Journal of Educational Psychology and Higher Education, and has an international reputation for his work in the field of student learning in higher education.
Reflection and the College Teacher by Rachel Wlodarsky,Howard Walters Pdf
Higher education is facing many challenges, not least of which is retaining excellent faculty and cultivating their continued professional growth. This book explicitly ties the literature to the practical concerns and recommendations related to applying the reflective process in a college setting. In this way, the theories and empirical findings of the most recent literatures are linked to practical recommendations. The reflective tools described in this book provide an important resource for facultys’ reflective practice. Unlike other books on the topic, the model developed and presented in this book allows for the reflective process to validate faculty's previous actions or accomplishments and maintain these practices. In other words, the endpoint of reflective process supports self-satisfaction. Instead of a deficit model, the focus is development. In this comprehensive volume, readers discover the seminal and the recent research in reflective practice drawn from a wide range of sources, including the authors’ recent research findings on college teachers’ reflection. Altogether, Wlodarsky and Walters systematically address these critical questions: a. What is reflection? b. Of what practical use or benefit does reflection serve? c. How do college teachers model reflection in the workplace? d. What are the steps in the reflective process? e. How can the reflective process be harnessed for program improvement in the college setting and in individual faculty practices? Wlodarsky and Walters understand and address the real needs of college teachers today. They created not only a thorough academic book, but also a compelling, relevant read. Specifically, they designed the chapters to include scenarios—developed from interview transcripts with college teachers. These stories powerfully contextualize the types of problems and tensions which surround the professional work environment of a college campus and the roles of the college teacher.