東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Employing community-based experienti...

Harfitt, Gary.

FindBook

Google Book

Amazon

博客來

Employing community-based experiential learning in teacher education

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Employing community-based experiential learning in teacher education/ by Gary Harfitt, Jessie Mei Ling Chow.
作者:	Harfitt, Gary.
其他作者:	Chow, Jessie Mei Ling.
出版者:	Singapore :Springer Singapore : : 2020.,
面頁冊數:	x, 188 p. :ill., digital ;24 cm.
內容註:	Chapter 1: Concepts and Context -- Chapter 2: Transforming Initial Teacher Education through Community-based Experiential Learning: An Overview -- Chapter 3: Getting started: Designing your own Community-based Experiential Learning (CBEL) Initiatives -- Chapter 4: CBEL in Practice: Case Study 1 -- Chapter 5: CBEL in Practice: Case Study 2 -- Chapter 6: CBEL in Practice: Case Study 3 -- Chapter 7: CBEL in Practice: Case Study 4 -- Chapter 8: CBEL in Practice: Case Study 5 -- Chapter 9: Counter-stories: Lessons learned from Community-based experiential learning projects -- Chapter 10: Designing and facilitating 'reflection-on-action' and 'reflection-in-action' in Community-based EL -- Chapter 11: Some final thoughts.
Contained By:	Springer Nature eBook
標題:	Teachers - Training of. -
電子資源:	https://doi.org/10.1007/978-981-15-6003-3
ISBN:	9789811560033

Employing community-based experiential learning in teacher education
Harfitt, Gary.

Employing community-based experiential learning in teacher education[electronic resource] /by Gary Harfitt, Jessie Mei Ling Chow. - Singapore :Springer Singapore :2020. - x, 188 p. :ill., digital ;24 cm. - Springer texts in education,2366-7672. - Springer texts in education..

Chapter 1: Concepts and Context -- Chapter 2: Transforming Initial Teacher Education through Community-based Experiential Learning: An Overview -- Chapter 3: Getting started: Designing your own Community-based Experiential Learning (CBEL) Initiatives -- Chapter 4: CBEL in Practice: Case Study 1 -- Chapter 5: CBEL in Practice: Case Study 2 -- Chapter 6: CBEL in Practice: Case Study 3 -- Chapter 7: CBEL in Practice: Case Study 4 -- Chapter 8: CBEL in Practice: Case Study 5 -- Chapter 9: Counter-stories: Lessons learned from Community-based experiential learning projects -- Chapter 10: Designing and facilitating 'reflection-on-action' and 'reflection-in-action' in Community-based EL -- Chapter 11: Some final thoughts.

This book positions itself at the intersection of the interrelationship between three key areas of initial teacher education: constructivist learning theories, teaching practicum, and the promotion of reflective practices. It presents an innovative approach to teacher preparation at undergraduate and postgraduate levels by critically examining the implementation of a mandatory experiential learning block across subject disciplines on undergraduate and postgraduate teacher preparation courses. This book presents multiple examples and case studies of these varied experiential learning projects that will inform academics, teachers and policymakers. Through these rich examples the authors set out to address the theory-practice dilemma in teacher education, where teachers-to-be are often positioned as 'consumers' of educational research in classrooms, read reference books and academic papers on teaching, and observe university and school experts before applying the same acquired theories and practices in their own classes. In the book the authors argue for a shift away from this conventional teacher-learning curriculum that is characterised by the separation of theory and practice, choosing instead to promote pedagogy and methods courses where practice underpins all learning. These pedagogical perspectives include the promotion of a diverse range of learning contexts (including on- and off-campus learning sites) for student teachers to experience during their time on teacher education courses.

ISBN: 9789811560033

Standard No.: 10.1007/978-981-15-6003-3doiSubjects--Topical Terms:

521129
Teachers
--Training of.

LC Class. No.: L1-991 / .H374 2020

Dewey Class. No.: 370.711

Employing community-based experiential learning in teacher education
LDR:03298nmm a2200337 a 4500 001 2222488
003 DE-He213
005 20201111160954.0
006 m d
007 cr nn 008maaau
008 210108s2020 si s 0 eng d
020 $a 9789811560033 $q (electronic bk.)
020 $a 9789811560026 $q (paper)
024 7 $a 10.1007/978-981-15-6003-3 $2 doi
035 $a 978-981-15-6003-3
040 $a GP $c GP
041 0 $a eng
050 4 $a L1-991 $b .H374 2020
072 7 $a JNMT $2 bicssc
072 7 $a EDU046000 $2 bisacsh
072 7 $a JNMT $2 thema
082 0 4 $a 370.711 $2 23
090 $a L1-991 $b .H278 2020
100 1 $a Harfitt, Gary. $3 3461273
245 1 0 $a Employing community-based experiential learning in teacher education $h [electronic resource] / $c by Gary Harfitt, Jessie Mei Ling Chow.
260 $a Singapore : $b Springer Singapore : $b Imprint: Springer, $c 2020.
300 $a x, 188 p. : $b ill., digital ; $c 24 cm.
490 1 $a Springer texts in education, $x 2366-7672
505 0 $a Chapter 1: Concepts and Context -- Chapter 2: Transforming Initial Teacher Education through Community-based Experiential Learning: An Overview -- Chapter 3: Getting started: Designing your own Community-based Experiential Learning (CBEL) Initiatives -- Chapter 4: CBEL in Practice: Case Study 1 -- Chapter 5: CBEL in Practice: Case Study 2 -- Chapter 6: CBEL in Practice: Case Study 3 -- Chapter 7: CBEL in Practice: Case Study 4 -- Chapter 8: CBEL in Practice: Case Study 5 -- Chapter 9: Counter-stories: Lessons learned from Community-based experiential learning projects -- Chapter 10: Designing and facilitating 'reflection-on-action' and 'reflection-in-action' in Community-based EL -- Chapter 11: Some final thoughts.
520 $a This book positions itself at the intersection of the interrelationship between three key areas of initial teacher education: constructivist learning theories, teaching practicum, and the promotion of reflective practices. It presents an innovative approach to teacher preparation at undergraduate and postgraduate levels by critically examining the implementation of a mandatory experiential learning block across subject disciplines on undergraduate and postgraduate teacher preparation courses. This book presents multiple examples and case studies of these varied experiential learning projects that will inform academics, teachers and policymakers. Through these rich examples the authors set out to address the theory-practice dilemma in teacher education, where teachers-to-be are often positioned as 'consumers' of educational research in classrooms, read reference books and academic papers on teaching, and observe university and school experts before applying the same acquired theories and practices in their own classes. In the book the authors argue for a shift away from this conventional teacher-learning curriculum that is characterised by the separation of theory and practice, choosing instead to promote pedagogy and methods courses where practice underpins all learning. These pedagogical perspectives include the promotion of a diverse range of learning contexts (including on- and off-campus learning sites) for student teachers to experience during their time on teacher education courses.
650 0 $a Teachers $x Training of. $3 521129
650 0 $a Experiential learning. $3 532317
650 1 4 $a Teaching and Teacher Education. $3 1001835
650 2 4 $a Learning & Instruction. $3 893930
650 2 4 $a International and Comparative Education. $3 1001896
700 1 $a Chow, Jessie Mei Ling. $3 3461274
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer Nature eBook
830 0 $a Springer texts in education. $3 2191438
856 4 0 $u https://doi.org/10.1007/978-981-15-6003-3
950 $a Education (SpringerNature-41171)