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Subject Knowledge and Teacher Education: The Development of Beginning Teachers' Thinking - Hardcover
Synopsis
Teachers' knowledge of the subjects they teach has been of enduring interest to governments, the profession and the wider society. In this book, Viv Ellis traces the development of three beginning teachers thinking about their subject knowledge in the context of Standards-based teacher education and the practice of auditing student teachers' subject knowledge. Ellis puts forward a theory of subject knowledge development that moves on from the objectivist and individualistic epistemologies associated with Standards and the practices of auditing to more a contextualist and sociocultural understanding of teachers' cognition and learning. An important implication of this study is that if teacher education wishes to have greater impact on the development of beginning teachers, teacher educators need to pay greater attention to the schools and subject department settings in which these beginning teachers learn.
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About the Author
Viv Ellis is Professor and Dean of the Faculty of Education at Monash University, Australia.
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Subject Knowledge and Teacher Education : The Development of Beginning Teachers' Thinking
Published by
Bloomsbury Academic & Professional, 2007
ISBN 10: 0826493440
ISBN 13: 9780826493446
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Subject Knowledge and Teacher Education: The Development of Beginning Teachers' Thinking [Hardcover] Viv Ellis
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Subject Knowledge and Teacher Education: The Development of Beginning Teachers' Thinking [Hardcover] Viv Ellis
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Subject Knowledge and Teacher Education: The Development of Beginning Teachers' Thinking [Hardcover] Viv Ellis
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Subject Knowledge and Teacher Education
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Bloomsbury Publishing (UK), 2007
ISBN 10: 0826493440
ISBN 13: 9780826493446
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Subject Knowledge and Teacher Education: The Development of Beginning Teachers' Thinking
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Subject Knowledge and Teacher Education
Published by
Bloomsbury Publishing (UK), 2007
ISBN 10: 0826493440
ISBN 13: 9780826493446
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Subject Knowledge and Teacher Education (Hardcover)
Published by
Bloomsbury Publishing PLC, London, 2007
ISBN 10: 0826493440
ISBN 13: 9780826493446
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Hardcover. Condition: new. Hardcover. Teachers' knowledge of the subjects they teach has been of enduring interest to governments, the profession and the wider society. In this book, Viv Ellis traces the development of three beginning teachers thinking about their subject knowledge in the context of Standards-based teacher education and the practice of auditing student teachers' subject knowledge. Ellis puts forward a theory of subject knowledge development that moves on from the objectivist and individualistic epistemologies associated with Standards and the practices of auditing to more a contextualist and sociocultural understanding of teachers' cognition and learning. An important implication of this study is that if teacher education wishes to have greater impact on the development of beginning teachers, teacher educators need to pay greater attention to the schools and subject department settings in which these beginning teachers learn. Teachers' knowledge of the subjects they teach has been of enduring interest to governments, the profession and the wider society. This book traces the development of three beginning teachers' thinking about their subject knowledge in the context of the teaching standards and the practice of 'auditing' student teachers' subject knowledge. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. Seller Inventory # 9780826493446
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Subject Knowledge and Teacher Education (Hardcover)
Published by
Bloomsbury Publishing PLC, London, 2007
ISBN 10: 0826493440
ISBN 13: 9780826493446
New
Hardcover
Seller: Grand Eagle Retail, Mason, OH, U.S.A.
Seller rating 5 out of 5 stars
Hardcover. Condition: new. Hardcover. Teachers' knowledge of the subjects they teach has been of enduring interest to governments, the profession and the wider society. In this book, Viv Ellis traces the development of three beginning teachers thinking about their subject knowledge in the context of Standards-based teacher education and the practice of auditing student teachers' subject knowledge. Ellis puts forward a theory of subject knowledge development that moves on from the objectivist and individualistic epistemologies associated with Standards and the practices of auditing to more a contextualist and sociocultural understanding of teachers' cognition and learning. An important implication of this study is that if teacher education wishes to have greater impact on the development of beginning teachers, teacher educators need to pay greater attention to the schools and subject department settings in which these beginning teachers learn. Teachers' knowledge of the subjects they teach has been of enduring interest to governments, the profession and the wider society. This book traces the development of three beginning teachers' thinking about their subject knowledge in the context of the teaching standards and the practice of 'auditing' student teachers' subject knowledge. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Seller Inventory # 9780826493446
Quantity: 1 available