Im Sookhee (6 results)

Taschenbuch. Condition: Neu. Contemplative Teachers'' Practical Knowledge | Towards Holistic Teacher Education | Sookhee Im | Taschenbuch | 268 S. | Englisch | 2010 | LAP LAMBERT Academic Publishing | EAN 9783843361439 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu.

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Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The purpose of this study is to understand the significance of contemplative practice in fostering teachers' practical knowledge. Teachers' practical knowledge has been valued to make teaching relevant to students' real life contexts. However, practical knowledge has been considered difficult to teach because of the diversity and dynamism of reality. Based on the conceptualization that teachers' contemplative practice could support their practical knowledge development, this study was implemented through a review of the literature and exploration of direct experiences of four teachers who have linked their contemplative practices to teaching.The literature review informs us that in order to develop teachers' practical knowledge, attention, a sense of the whole, and a sense of context are critical. Those qualities can be fostered by intuitive knowing which can be developed by contemplation. The exploration of the participants' direct experiences shows that their contemplative practices performed a significant role in fostering practical knowledge and in making their teaching relevant to the students' real lives from a holistic perspective. 268 pp. Englisch.

Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Im SookheeSookhee Im received her Ph.D in Curriculum, Teaching and Learning from the University of Toronto. She is a director at Bokwang Kindergarten, Busan, South Korea.The purpose of this study is to understand the significa.

Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -The purpose of this study is to understand the significance of contemplative practice in fostering teachers'' practical knowledge. Teachers'' practical knowledge has been valued to make teaching relevant to students'' real life contexts. However, practical knowledge has been considered difficult to teach because of the diversity and dynamism of reality. Based on the conceptualization that teachers'' contemplative practice could support their practical knowledge development, this study was implemented through a review of the literature and exploration of direct experiences of four teachers who have linked their contemplative practices to teaching.The literature review informs us that in order to develop teachers'' practical knowledge, attention, a sense of the whole, and a sense of context are critical. Those qualities can be fostered by intuitive knowing which can be developed by contemplation. The exploration of the participants'' direct experiences shows that their contemplative practices performed a significant role in fostering practical knowledge and in making their teaching relevant to the students'' real lives from a holistic perspective.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 268 pp. Englisch.

Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - The purpose of this study is to understand the significance of contemplative practice in fostering teachers' practical knowledge. Teachers' practical knowledge has been valued to make teaching relevant to students' real life contexts. However, practical knowledge has been considered difficult to teach because of the diversity and dynamism of reality. Based on the conceptualization that teachers' contemplative practice could support their practical knowledge development, this study was implemented through a review of the literature and exploration of direct experiences of four teachers who have linked their contemplative practices to teaching.The literature review informs us that in order to develop teachers' practical knowledge, attention, a sense of the whole, and a sense of context are critical. Those qualities can be fostered by intuitive knowing which can be developed by contemplation. The exploration of the participants' direct experiences shows that their contemplative practices performed a significant role in fostering practical knowledge and in making their teaching relevant to the students' real lives from a holistic perspective.