TY  - BOOK
AU  - Oser,Fritz K.
AU  - Achtenhagen,Frank
AU  - Renold,Ursula
TI  - Competence Oriented Teacher Training: a Old Research Demands and New Pathways 
T2  - Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
SN  - 9789087903374
AV  - LB1707 
U1  - 370.711 23
PY  - 2006///
CY  - Leiden; , Boston
PB  - Brill | Sense
KW  - Teachers
KW  - Training of
N1  - Preliminary Material; Fritz K. Oser , Frank Achtenhagen and Ursula Renold -- Competence-Oriented Teacher Training: Old Research Demands and New Pathways; Fritz K. Oser , Frank Achtenhagen and Ursula Renold -- Constructing a Research-Based Program in Teacher Education; Pertti Kansanen -- Modeling Teacher Competencies: Identifying and Measuring Standards; Fritz Oser and Ursula Renold -- The Increasing Use of Complex Teaching-Learning Environments – Consequences for Subject Didactic and Teacher Education; Frank Achtenhagen -- On the Integration of Formative Assessment in Teaching and Learning: Implications for New Pathways in Teacher Education; Richard J. Shavelson -- Improving Mathematics and Science Instruction: A Program for the Professional Development of Teachers; Manfred Prenzel and Christian Ostermeier -- The Quality of Coaching in Relation to the Professional Development of Teachers; Theo Bergen , Anita Engelen and Karin Derksen -- The Dangers of Some New Pathways to Teacher Certification; David C. Berliner -- Toward a Practice-Based Theory for Professional Education: Fostering Teachers’ Ethical and Conceptual Judgment; Alan Reiman and Sharon Nodie Oja -- Morally Critical Situations as Complex Phenomena: The Cognitive and Affective Dimensions of Teacher Behavior; Sofie Maas , Cees Klaassen and Eddie Denessen -- Understanding and Influencing the Integration of Technology into Teacher Education; James W. Pellegrino , Susan R. Goldman , Matthew Brown , Banu Oney , Denise Conanan Nacu and Robert Plants -- The Time Dimension in Teacher Education: Perspectives from a Longitudinal Study of Science Teachers; Hanna J. Arzi and Richard T. White -- Secondary and University Teachers’ Perspectives on Self-Regulated Learning; Helma W. Oolbekkink-Marchand , Jan H. van Driel and Nico Verloop -- Professional Development between Teachers’ Practical Knowledge and External Demands: Plea for a Broad Social-Constructivist and Critical Approach; Sanneke Bolhuis -- Moral Education and Teacher Education; Wiel Veugelers , Ewoud de Kat and Hélène Leenders -- Bridging the Gaps: The Interactive Effects of Instruction and Social Processes on Student Experience and Learning Outcomes in Science and Social Studies Activities; Graham Nuthall -- Epilogue; Frank Achtenhagen , Fritz Oser and Ursula Renold -- Authors; Fritz K. Oser , Frank Achtenhagen and Ursula Renold
N2  - Internationally leading experts from four continents provide new views and pathways to teacher education and training. How can teachers be effectively and efficiently trained to master the complexity and the process conditions of teaching-learning situations? The chapters as a whole demonstrate that subtle knowledge of the conditions and variables of instructional processes is necessary. They provide new insight into the classroom. But the chapters also stress the necessity of reflection: Teachers have to learn how to judge and justify that knowledge and its use. Reflective behaviour, thus, is seem as the overall goal of teacher education and training The authors are aware that this goal might be classified as “idealistic” and present, therefore, complex examples for successful conducting instructional processes. They open the view on hidden or neglected dimensions of teaching and learning, discuss standards for teacher behaviour, present critical situations together with possible solutions and give hints for the use of technology. Together, these chapters present new perspectives for successful teacher actions and the corresponding preparation for successful instruction
UR  - http://dx.doi.org/10.1163/9789087903374
ER  -