000			05228cam a2200421Ii 4500
001			BRILL9789087903374
003			nllekb
005			20260610105553.0
007			cr un uuuua
008			191130s2006 ne sb 001 0 eng d
020			_a9789087903374 _q(electronic book)
020			_z9789077874691 _q(print)
024	7		_a10.1163/9789087903374 _2DOI
035			_a(OCoLC)741342699
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aLB1707
072		7	_aJN _2bicssc
072		7	_aEDU _x000000 _2bisacsh
082	0	4	_a370.711 _223
245	0	0	_aCompetence Oriented Teacher Training : _ba Old Research Demands and New Pathways / _cEdited by Fritz K. Oser; Frank Achtenhagen; Ursula Renold.
264		1	_aLeiden; _aBoston : _bBrill | Sense, _c2006.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505	0	0	_aPreliminary Material / _rFritz K. Oser , Frank Achtenhagen and Ursula Renold -- Competence-Oriented Teacher Training: Old Research Demands and New Pathways / _rFritz K. Oser , Frank Achtenhagen and Ursula Renold -- Constructing a Research-Based Program in Teacher Education / _rPertti Kansanen -- Modeling Teacher Competencies: Identifying and Measuring Standards / _rFritz Oser and Ursula Renold -- The Increasing Use of Complex Teaching-Learning Environments – Consequences for Subject Didactic and Teacher Education / _rFrank Achtenhagen -- On the Integration of Formative Assessment in Teaching and Learning: Implications for New Pathways in Teacher Education / _rRichard J. Shavelson -- Improving Mathematics and Science Instruction: A Program for the Professional Development of Teachers / _rManfred Prenzel and Christian Ostermeier -- The Quality of Coaching in Relation to the Professional Development of Teachers / _rTheo Bergen , Anita Engelen and Karin Derksen -- The Dangers of Some New Pathways to Teacher Certification / _rDavid C. Berliner -- Toward a Practice-Based Theory for Professional Education: Fostering Teachers’ Ethical and Conceptual Judgment / _rAlan Reiman and Sharon Nodie Oja -- Morally Critical Situations as Complex Phenomena: The Cognitive and Affective Dimensions of Teacher Behavior / _rSofie Maas , Cees Klaassen and Eddie Denessen -- Understanding and Influencing the Integration of Technology into Teacher Education / _rJames 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 / _rHanna J. Arzi and Richard T. White -- Secondary and University Teachers’ Perspectives on Self-Regulated Learning / _rHelma 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 / _rSanneke Bolhuis -- Moral Education and Teacher Education / _rWiel 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 / _rGraham Nuthall -- Epilogue / _rFrank Achtenhagen , Fritz Oser and Ursula Renold -- Authors / _rFritz K. Oser , Frank Achtenhagen and Ursula Renold.
520			_aInternationally 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.
588			_aDescription based on print version record.
650		0	_aTeachers _xTraining of.
700	1		_aOser, Fritz K., _eeditor.
700	1		_aAchtenhagen, Frank, _eeditor.
700	1		_aRenold, Ursula, _eeditor.
776	0	8	_iPrint version: _tCompetence Oriented Teacher Training: Old Research Demands and New Pathways, _dLeiden Boston : Brill | Sense, 2006 _w9789077874691
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1163/9789087903374
999			_c40332 _d40332