Name: Relational Expertise of Teacher Educators: Theory and Practice (en Inglés)
Price: 183617.00 COP
Availability: InStock
Author: Shires, Lorna ; Menter, Ian
ISBN: 9781915713247

portada Relational Expertise of Teacher Educators: Theory and Practice (en Inglés)

Relational Expertise of Teacher Educators: Theory and Practice (en Inglés)

Formato

Libro Físico

Autor

Lorna Shires

Ilustrado por

Ian Menter

Editorial

Critical Publishing

Idioma

Inglés

N° páginas

Encuadernación

Tapa Blanda

Dimensiones

23.4 x 15.6 x 0.5 cm

ISBN13

9781915713247

N° edición

Categorías

Estrategias y políticas educativas

Relational Expertise of Teacher Educators: Theory and Practice (en Inglés)

Lorna Shires (Autor) · Ian Menter (Ilustrado por) · Critical Publishing · Tapa Blanda

Libro Nuevo Importado

Envío: 11 a 15 días háb.

$ 306.028$ 183.617

-40%

Costos de importación incluídos en el precio ✅

Libro Nuevo

Quedan 10 unidades

$ 183.617

¡Envío Gratis! Llega entre el 06 Jul y el 13 Jul a Bogota, Cundinamarca. Seleccionar ubicación

Agregar a lista de deseos

Reseña del libro "Relational Expertise of Teacher Educators: Theory and Practice (en Inglés)"

A valuable text for teacher educators, including ECT mentors in schools, on the topic of relational expertise. It provides a critical analysis of current conceptions of the role of teacher educator and a theoretical basis for practice.This book provides a concise and clear cultural-historical perspective of the expertise of teacher educators. The theoretical framework of relational expertise draws upon what matters to both the teacher educator and beginning teacher as they work together on the complex problem of learning to teach. It provides a clear basis for their practice and for what happens in their practice, signalling a way of understanding how to undertake the role of teacher educator in terms of the professional learning of the beginning teacher. Concepts explored include relational expertise, relational agency, common knowledge, the double move, metacommentary, and second order practice, offering a critique of the deconstruction of the act of teaching into bite-size chunks to be memorised. Opportunities for critical reflection are also provided throughout the book, which speaks to teacher educators directly in terms of suggesting a clear theoretical basis for their expertise and how to enact this in practice.