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Transforming education in practice =...

Tang, Wai-yan Ronald.

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Transforming education in practice = in search of a community of phronimos /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Transforming education in practice/ by Wai-yan Ronald Tang.
其他題名:	in search of a community of phronimos /
作者:	Tang, Wai-yan Ronald.
出版者:	Singapore :Springer Singapore : : 2021.,
面頁冊數:	xii, 210 p. :ill., digital ;24 cm.
內容註:	Chapter 1. Introduction -- Chapter 2. Changing Education, Changing Practice -- Chapter 3. Learning in Practice -- Chapter 4. Cultivating a Whole Person -- Chapter 5. What is Education All About? -- Chapter 6. Education in Search of a Future -- Chapter 7. Education, Whole Person, and the Sustainability of a Society -- Chapter 8. Teaching in Practice: The Conditions of Its Cultivation -- Chapter 9. Whole Person in Search of a Community of Phronimos -- Chapter 10. Language of the Heart, Learning, and Educational Practice -- Chapter 11. A Conclusion with an Inconclusive Remark.
Contained By:	Springer Nature eBook
標題:	Teaching. -
電子資源:	https://doi.org/10.1007/978-981-16-6871-5
ISBN:	9789811668715

Transforming education in practice = in search of a community of phronimos /
Tang, Wai-yan Ronald.

Transforming education in practicein search of a community of phronimos /[electronic resource] :by Wai-yan Ronald Tang. - Singapore :Springer Singapore :2021. - xii, 210 p. :ill., digital ;24 cm.

Chapter 1. Introduction -- Chapter 2. Changing Education, Changing Practice -- Chapter 3. Learning in Practice -- Chapter 4. Cultivating a Whole Person -- Chapter 5. What is Education All About? -- Chapter 6. Education in Search of a Future -- Chapter 7. Education, Whole Person, and the Sustainability of a Society -- Chapter 8. Teaching in Practice: The Conditions of Its Cultivation -- Chapter 9. Whole Person in Search of a Community of Phronimos -- Chapter 10. Language of the Heart, Learning, and Educational Practice -- Chapter 11. A Conclusion with an Inconclusive Remark.

This book inspires educational practitioners with special regard to the way how practice in the frontline service is able to inform leadership and policy decision. It empowers them to identify what features are counted as professional and how they could be turned into sources for developing wise judgment and eliciting creative acts in teaching, lesson planning and course design, collaboration, and knowledge excavation to shape policy decision and planning. In addition, for those who are used to conceive the world and their practice from a positivist tradition may find the insights of this book illuminating particularly when they are looking for a paradigm shift in understanding their practice. Last but not least, educators and teacher educators in particular will find the ideas in this book more promising in escalating the awareness of teachers of the next generation towards what is 'good' (phronesis) in terms of their professional attitude and actual performance (informed by both techne and episteme) in their relevant settings.

ISBN: 9789811668715

Standard No.: 10.1007/978-981-16-6871-5doiSubjects--Topical Terms:

517098
Teaching.

LC Class. No.: LB1027 / .T36 2021

Dewey Class. No.: 371.102

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505 0 $a Chapter 1. Introduction -- Chapter 2. Changing Education, Changing Practice -- Chapter 3. Learning in Practice -- Chapter 4. Cultivating a Whole Person -- Chapter 5. What is Education All About? -- Chapter 6. Education in Search of a Future -- Chapter 7. Education, Whole Person, and the Sustainability of a Society -- Chapter 8. Teaching in Practice: The Conditions of Its Cultivation -- Chapter 9. Whole Person in Search of a Community of Phronimos -- Chapter 10. Language of the Heart, Learning, and Educational Practice -- Chapter 11. A Conclusion with an Inconclusive Remark.
520 $a This book inspires educational practitioners with special regard to the way how practice in the frontline service is able to inform leadership and policy decision. It empowers them to identify what features are counted as professional and how they could be turned into sources for developing wise judgment and eliciting creative acts in teaching, lesson planning and course design, collaboration, and knowledge excavation to shape policy decision and planning. In addition, for those who are used to conceive the world and their practice from a positivist tradition may find the insights of this book illuminating particularly when they are looking for a paradigm shift in understanding their practice. Last but not least, educators and teacher educators in particular will find the ideas in this book more promising in escalating the awareness of teachers of the next generation towards what is 'good' (phronesis) in terms of their professional attitude and actual performance (informed by both techne and episteme) in their relevant settings.
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