000			05605cam a2200445Ii 4500
001			BRILL9789087907419
003			nllekb
005			20260610104835.0
007			cr un uuuua
008			190403s2009 gw sb 001 0 eng d
020			_a9789087907419 _q(electronic book)
020			_z9789087907402 _q(print)
024	7		_a10.1163/9789087907419 _2DOI
035			_a(OCoLC)969425207
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aQ183.4.N7
072		7	_aEDU _x000000 _2bisacsh
072		7	_aJN _2bicssc
082	0	4	_a507.1073 _223
245	1	0	_aTeachers' Professional Development : _bAims, Modules, Evaluation / _cFrank Achtenhagen, Fritz K. Oser, Ursula Renold.
264		1	_aLeiden, _aBoston : _bBrill | Sense, _c2009.
300			_a1 online resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	0		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
504			_aIncludes bibliographical references and index.
505	0	0	_tPreliminary Material / _rFrank Achtenhagen , Fritz K. Oser and Ursula Renold -- _tPsychological Variables and Evaluation of Distinctive Characteristics of Teaching Standards / _rCarmine Maiello and Fritz Oser -- _tFuture Teachers’ Beliefs on the Nature of Mathematics / _rSigrid Blömeke , Anja Felbrich and Christiane Müller -- _tTargeting Vocational Teacher Schemas Through Analysis of the Objects and Instruments of Inter-Related Activity Systems / _rJohn Stevenson -- _tHow to Support Vocational Teachers to Become Experts? / _rHans Gruber -- _tMicroanalyses of Critical Learning Incidents and Their Impact on Teacher Education and Training – Some Unserious Headings for Serious Considerations / _rGerhard Steiner and Heidi Steiner -- _tMeasurement of Motivation: A State Perspective on Motivation in Learning Objects / _rEsther Winther -- _tHelping Students Improve Collaborative Learning / _rMonique Boekaerts -- _tInitiating Intercultural Learning – Using a “Design Experiment” / _rSusanne Weber -- _tCompetences and Standards in Teacher Education in Switzerland and Germany – Do Prospective Teachers Become more Competent through Teacher Training? / _rMatthias Baer , Günter Dörr , Urban Fraefel , Mirjam Kocher , Oliver Küster , Susanna Larcher , Peter Müller , Waltraud Sempert and Corinne Wyss -- _tAuthors / _rFrank Achtenhagen , Fritz K. Oser and Ursula Renold.
506			_aAvailable to subscribing member institutions only.
520			_aWithin the central topics of the debate on teachers’ professionalism are the problems of research-based and evidence-based initial and lifelong teacher behavior. Although the statements on professional similarities of teacher actions with those of other (academic) professionals are very plausible, there remains a central task for teacher education programs: How to develop towards such expertise—which is equal to evidence convictions—effectively and efficiently. Which role do scientific research and its results play in this context? How can research results be converted into recommendations for teacher actions? The contributions to this book focus on central problems of the conversion process: In the first part the goal dimension is treated: Maiello andamp; Oser emphasize the relationship of central variables of teacher behaviour as identity, professional satisfaction or self-efficacy to teachers’ professional behaviour; Blömeke, Felbrich andamp; Müller discuss the role of future teachers’ beliefs on the nature of mathematics; Stevenson uses cultural historical activity theory to work out cognitive schemas that can be targeted in vocational teacher education; Gruber tackles the problem of how vocational teachers can be supported to become experts by discussing especially four major possible research strategies. The second part of this book is dedicated to possible intervention approaches by which the gap of theory and practice shall be bridged. Steiner andamp; Steiner report on critical learning incidents which heavily influence the micro-processes which characterize teachers’ instructional measures; Winther differentiates the trait and state perspective of motivation with regard to their consequences for the learning process; Boekaerts focuses on aspects of collaborative learning; Weber sharpens her deliberations explicitly to a design experiment on the problem of initiating intercultural learning. The third part of this book is a report of the use and the consequences of Oser’s model of teaching standards. Baer, Dörr, Fraefel, Kocher, Kiester, Larcher, Müller, Sempert andamp; Wyss show results of a large study on the development of teacher competences run in Switzerland and Germany. The study observes the competence development of prospective teachers from the beginning of their teaching training up to the job entry phase. This book is published under the auspices of the Swiss Federal Office for Professional Education and Technology.
650		0	_aScience _xStudy and teaching _xResearch _xNorth America.
650		0	_aScience _xStudy and teaching _xResearch.
700	1		_aAchtenhagen, Frank, _eeditor.
700	1		_aOser, Fritz K., _eeditor.
700	1		_aRenold, Ursula, _eeditor.
776	0	8	_iPrint version: _tTeachers' Professional Development: Aims, Modules, Evaluation _dLeiden, Boston : Brill | Sense, 2009, _z9789087907402
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1163/9789087907419
999			_c15076 _d15076