International Perspectives on Knowledge and Quality : Implications for Innovation in Teacher Education Policy and Practice
Book Details
Format
Hardback or Cased Book
Book Series
Reinventing Teacher Education
ISBN-10
1350178403
ISBN-13
9781350178403
Publisher
Bloomsbury Publishing PLC
Imprint
Bloomsbury Academic
Country of Manufacture
GB
Country of Publication
GB
Publication Date
Feb 24th, 2022
Print length
272 Pages
Weight
574 grams
Dimensions
16.40 x 24.20 x 2.30 cms
Product Classification:
EducationEducational strategies & policyTeacher training
Ksh 19,450.00
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Drawing together an international author team from Australia, Finland, France, Germany, Norway, Sweden and the UK, this book examines how we might democratize and open up access to ‘knowledge of the powerful’ for all. This book moves beyond the narrow knowledge vs skills debate of the 20th century to interrogate the epistemic quality of education in schools, and is a valuable resource for reflecting on the design and implementation of teacher education. Based on a range of national studies by the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), the chapters explore teachers’ powerful professional knowledge and the implications this has for innovation in teacher education, policy and practice in educational settings.
Drawing together an international author team from Australia, Finland, France, Germany, Norway, Sweden and the UK, this book examines how we might democratize and open up access to ‘knowledge of the powerful’ for all. This book moves beyond the narrow knowledge vs skills debate of the 20th century to interrogate the epistemic quality of education in schools, and is a valuable resource for reflecting on the design and implementation of teacher education. Based on a range of national studies by the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), the chapters explore teachers’ powerful professional knowledge and the implications this has for innovation in teacher education, policy and practice in educational settings.
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