| 000 | 03852nam a22005415i 4500 | ||
|---|---|---|---|
| 001 | 978-3-031-56768-1 | ||
| 003 | DE-He213 | ||
| 005 | 20251030112103.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 240528s2024 sz | s |||| 0|eng d | ||
| 020 |
_a9783031567681 _9978-3-031-56768-1 |
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| 024 | 7 |
_a10.1007/978-3-031-56768-1 _2doi |
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| 050 | 4 | _aLB1705-2286 | |
| 072 | 7 |
_aJNMT _2bicssc |
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| 072 | 7 |
_aEDU053000 _2bisacsh |
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| 072 | 7 |
_aJNMT _2thema |
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| 245 | 1 | 0 |
_aDesign for Change: Designing Evidence-Based Teacher Preparation Programs _h[electronic resource] / _cedited by Alan Bain. |
| 250 | _a1st ed. 2024. | ||
| 264 | 1 |
_aCham : _bSpringer Nature Switzerland : _bImprint: Springer, _c2024. |
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| 300 |
_aXIII, 145 p. 25 illus. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 347 |
_atext file _bPDF _2rda |
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| 505 | 0 | _aChapter 1:Teacher Preparation: What should we expect? -- Chapter 2: Practical Theory -- Chapter 3: Design for Change-Teams and Process (DfC-TaP) -- Chapter 4: Design for Change Programs and Courses (DfC-PaC) -- Chapter 5: Evidence for Design for Change-Teams and Process (DfC-TaP) -- Chapter 6: Evidence for Design for Change-Programs and Courses (DfC-PaC) -- Chapter 7:The Role of Technology -- Chapter 8 Implications and Future Directions. | |
| 520 | _aThis book focuses on enhancing teacher education quality by making evidence- informed decisions about policy, assessing quality, establishing effective strategies, and innovating teacher preparation programs. It advocates for the importance of rigorous program design and evaluation as the basis for shaping policy directions and claiming program effectiveness. The book introduces "Design for Change" (DfC), a 20-year-long collaborative effort by a group of teacher educators dedicated to improving their practices. DfC is divided into two parts: Design for Change-Teams and Process (DfC-TaP) and Design for Change-Programs and Courses (DfC-PaC). DfC-TaP explores how to form and sustain a design team of academics, emphasizing the collaborative process's value in program development. DfC-PaC delves into applying practical theory to curriculum design, mapping programs to standards, creating meaningful learning and assessment tasks, and leveraging technology. The latter includes a chapter on software for teacher preparation program design. The book's ultimate goal is to offer a versatile framework for designing teacher education programs. The book employs evidence from longitudinal research to present generalizable concepts and structures for program developers and designers. By doing so, the book aims to contribute to the field by providing a research-based guide for building teacher education programs that enhance the overall educational experience for both faculty and students. . | ||
| 650 | 0 |
_aTeachers _xTraining of. _958400 |
|
| 650 | 0 | _aEducation, Higher. | |
| 650 | 0 |
_aEducational technology. _957244 |
|
| 650 | 0 |
_aEducation and state. _958709 |
|
| 650 | 1 | 4 | _aTeaching and Teacher Education. |
| 650 | 2 | 4 |
_aHigher Education. _968980 |
| 650 | 2 | 4 |
_aDigital Education and Educational Technology. _968557 |
| 650 | 2 | 4 |
_aEducation Policy. _969626 |
| 700 | 1 |
_aBain, Alan. _eeditor. _4edt _4http://id.loc.gov/vocabulary/relators/edt _977608 |
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| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer Nature eBook | |
| 776 | 0 | 8 |
_iPrinted edition: _z9783031567674 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783031567698 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783031567704 |
| 856 | 4 | 0 | _uhttps://doi.org/10.1007/978-3-031-56768-1 |
| 912 | _aZDB-2-EDA | ||
| 912 | _aZDB-2-SXED | ||
| 999 |
_c60201 _d60201 |
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