教科の知識と教師教育 Subject Knowledge and Teacher Education : The Development of Beginning Teachers' Thinking

ホーム
> 洋書
> 英文書
> Education

教科の知識と教師教育<br>Subject Knowledge and Teacher Education : The Development of Beginning Teachers' Thinking

個数：

教科の知識と教師教育
Subject Knowledge and Teacher Education : The Development of Beginning Teachers' Thinking

Ellis, Viv

ウェブストア価格 ¥10,825（本体¥9,841）
Continuum International Publishing Group Ltd.（2009/06発売）
外貨定価 US$ 51.95
ポイント 98pt

提携先の海外書籍取次会社に在庫がございます。通常3週間で発送いたします。
【重要ご説明事項】
1. 納期遅延や、ご入手不能となる場合が若干ございます。
2. 複数冊ご注文の場合は、ご注文数量が揃ってからまとめて発送いたします。
3. 美品のご指定は承りかねます。

●3Dセキュア導入とクレジットカードによるお支払いについて

【入荷遅延について】
世界情勢の影響により、海外からお取り寄せとなる洋書・洋古書の入荷が、表示している標準的な納期よりも遅延する場合がございます。
おそれいりますが、あらかじめご了承くださいますようお願い申し上げます。

◆画像の表紙や帯等は実物とは異なる場合があります。

◆ウェブストアでの洋書販売価格は、弊社店舗等での販売価格とは異なります。
また、洋書販売価格は、ご注文確定時点での日本円価格となります。
ご注文確定後に、同じ洋書の販売価格が変動しても、それは反映されません。

製本 Paperback:紙装版/ペーパーバック版／ページ数 208 p.
言語 ENG
商品コード 9780826419880
DDC分類 370.711

基本説明

New in paperback. Hardcover was published in 2007.

Full Description

Viv Ellis 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.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 the teaching standards 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 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 departments in which these beginning teachers learn.

Foreword by Professor Peter Smagorinsky; 1. Introduction; 2. Working on and being worked on: developing knowledge in practice; 3. Know, understand and be able to do: professionalizing knowledge; 4. Culture, activity, agent: designing the research; 5. Ann: thinking about the subject knowledge of English; 6. Grace: thinking about the subject knowledge of English; 7. Liz: thinking about the subject knowledge of English; 8. Personal trajectories of participation: interpreting beginning teachers' development; 9. From making little ticks to building professional communities: some implications for teacher education References.