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Handbook of Teacher Education

Overview of attention for book
Cover of 'Handbook of Teacher Education'

Table of Contents

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    Book Overview
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    Chapter 1 Teacher Education in a New Millennium: Pressures and Possibilities
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    Chapter 2 Learning and Leading in a Globalized World: The Lessons from South Africa
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    Chapter 3 The Interplay between Culture, Teacher Professionalism and Teachers' Professional Development at Times of Change
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    Chapter 4 Partnerships for Progressing Cultural Democracy in Teacher Education in Pacific Island Countries
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    Chapter 5 The Treaty, the Institution and the Chalkface: An Institution-wide Project in Teacher Education
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    Chapter 6 Where have all the Teachers Gone? Gone to be Leaders, Everyone
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    Chapter 7 Quality in Teacher Education: Seeking a Common Definition
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    Chapter 8 Standards and Professionalism: Peace Talks?
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    Chapter 9 Regulation and Autonomy in Teacher Education: System or Democracy?
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    Chapter 10 Globalisation and the Reshaping of Teacher Professional Culture: Do We Train Competent Technicians or Informed Players in the Policy Process?
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    Chapter 11 Academics' Perceptions of Private University Establishment Standards and Teaching Quality
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    Chapter 12 Mentoring in Teacher Education: An Experience that Makes a Difference for Fledgling University Students
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    Chapter 13 Exploring ‘Lifewide Learning’ as a Vehicle for Shifting Pre-service Teachers' Conceptions of Teaching and Learning
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    Chapter 14 Productive Pedagogies: Seeking a Common Vocabulary and Framework for Talking about Pedagogy with Pre-service Teachers
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    Chapter 15 From Performing to Performance: Can the Repositioning of Teacher Candidates Create a Measurable Impact on Children's Achievement While Developing Positive Teaching Dispositions?
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    Chapter 16 Maori Student Retention and Success: Curriculum, Pedagogy and Relationships
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    Chapter 17 The Effectiveness of Teacher Preparation Programs in Jordan: A Case Study
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    Chapter 18 Mentoring as the Key to a Successful Student Teaching Practicum: A Comparative Analysis
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    Chapter 19 Preparing Pre-service Teachers and Meeting the Diversity Challenge through Structured Service-learning and Field Experiences in Urban Schools
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    Chapter 20 Teaching Internships and the Learning Community
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    Chapter 21 Workplace Contexts of New Teachers: An American Tradition of “Paying One's Dues”
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    Chapter 22 Re-thinking the Basis for “High Quality” Teaching: Teacher Preparation in Communities
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    Chapter 23 The Transition Process: The Early Years of Being a Teacher
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    Chapter 24 The Knowledge Building Community Program: A Partnership for Progress in Teacher Education
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    Chapter 25 Newly Qualified Teachers in Hong Kong: Professional Development or Meeting one's Fate?
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    Chapter 26 Meeting the Standard? The New Teacher Education Induction Scheme in Scotland
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    Chapter 27 Teacher Professional Learning, Teaching Practice and Student Learning Outcomes: Important Issues
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    Chapter 28 Defining the Meaning of Teacher Success in Hong Kong
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    Chapter 29 Networked Learning Communities: Joined up Working?
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    Chapter 30 Lesson study: An Opportunity for Teacher Led Professional Development
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    Chapter 31 An Alternative Approach to CPD: an Evaluation of the Impact on Individual and Institutional Development of an Action Learning Programme Run in Partnership by an HE institution (HEI) and a Sixth Form College (SFC)
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    Chapter 32 Building Leadership Capability through Professional Development: A New Zealand Case Study Analysis
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    Chapter 33 A Case Study: The Dilemmas of Biculturalism in Education Policy and Visual Arts Education Practice in Aotearoa-New Zealand
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    Chapter 34 Professional Development through Transformation: Linking Two Assessment Models of Teachers' Reflective Thinking and Practice
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    Chapter 35 Action Research and Tacit Knowledge: A Case of the Project Approach
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    Chapter 36 The Impact of a Collaborative Model for Curriculum Restructuring on Teachers' Professional Growth
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    Chapter 37 Teacher Educators' Collaborative Inquiry in a Context of Educational Innovation in China — A Case Study of Rich as a Learning Community
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    Chapter 38 Participation and the Question of Knowledge
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    Chapter 39 Understanding the Social Self: The Role and Importance of Reflexivity in Schoolteachers' Professional Learning
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    Chapter 40 Teachers as Leaders: Building a Knowledge Base of Practice through Researching Practice
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    Chapter 41 School Reform and Transitions in Teacher Professionalism and Identity
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    Chapter 42 Teachers Engaging in Research as Professional Development
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    Chapter 43 ICTs and Tomorrow's Teachers: Informing and Improving the ICT Undergraduate Experience
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    Chapter 44 Webfolios: Authentic of State and Accreditation Standards
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    Chapter 45 Collaborative Online Projects in a Global Community
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    Chapter 46 Handbook of Teacher Education
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    Chapter 47 The Complexities of Learning to Teach: “Just What Is It That I Am Doing?”
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    Chapter 48 Pre-Service Teachers Self-perceptions of ICTE: An Australian Perspective
Overall attention for this book and its chapters
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Mentioned by

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Citations

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46 Dimensions

Readers on

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229 Mendeley
Summary X Dimensions citations
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Title
Handbook of Teacher Education
Published by
Springer Netherlands, August 2006
DOI 10.1007/1-4020-4773-8
ISBNs
978-1-4020-4773-2, 978-1-4020-4772-5
Editors

Townsend, Tony, Bates, Richard

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X Demographics

X Demographics

The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
 Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 229 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United Kingdom 2 <1%
Philippines 1 <1%
China 1 <1%
Unknown 225 98%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 42 18%
Lecturer 39 17%
Student > Master 28 12%
Researcher 16 7%
Student > Doctoral Student 16 7%
Other 41 18%
Unknown 47 21%
Readers by discipline Count As %
Social Sciences 75 33%
Arts and Humanities 24 10%
Linguistics 21 9%
Psychology 9 4%
Economics, Econometrics and Finance 6 3%
Other 40 17%
Unknown 54 24%

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