Name: Rethinking Field Experiences in Preservice Teacher Preparation: Meeting new Challenges for Accountability (en Inglés)
Price: 731.40 PEN
Availability: InStock
Author: Hollins Etta R. (University Of Missouri-Kansas City Usa):
ISBN: 9781138823853

portada Rethinking Field Experiences in Preservice Teacher Preparation: Meeting new Challenges for Accountability (en Inglés)

Formato

Libro Físico

Editorial

Routledge

Autor

Hollins Etta R. (University Of Missouri-Kansas City Usa):

Idioma

Inglés

N° páginas

254

Encuadernación

Tapa Dura

ISBN13

9781138823853

N° edición

Rethinking Field Experiences in Preservice Teacher Preparation: Meeting new Challenges for Accountability (en Inglés)

Hollins Etta R. (University Of Missouri-Kansas City Usa): (Autor) · Routledge · Tapa Dura

Libro Físico

S/ 731,40

S/ 1.462,80

Ahorras: S/ 731,40

50% descuento

Envío normal

Origen: Reino Unido (Costos de importación incluídos en el precio)

Se enviará desde nuestra bodega entre el Miércoles 24 de Julio y el Jueves 08 de Agosto.

Lo recibirás en cualquier lugar de Perú entre 2 y 5 días hábiles luego del envío.

Reseña del libro "Rethinking Field Experiences in Preservice Teacher Preparation: Meeting new Challenges for Accountability (en Inglés)"

The focus of this book is the centrality of clinical experiences in preparing teachers to work with students from diverse cultural, economic, and experiential backgrounds. Organized around three themes-learning teaching through the approximation and representation of practice, learning teaching situated in context, and assessing and improving teacher preparation-Rethinking Field Experiences in Preservice Teacher Preparation provides detailed descriptions of theoretically grounded, research-based practices in programs that prepare preservice teachers to contextualize teaching practices in ways that result in a positive impact on learning for traditionally underserved students. These practices serve current demands for teacher accountability for student learning outcomes and model good practice for engaging teacher educators in meaningful, productive dialogue and analysis geared to developing local programs characterized by coherence, continuity, and consistency.