crta
Hrvatska znanstvena Sekcija img
bibliografija
3 gif
 Naslovna
 O projektu
 FAQ
 Kontakt
4 gif
Pregledavanje radova
Jednostavno pretraživanje
Napredno pretraživanje
Skupni podaci
Upis novih radova
Upute
Ispravci prijavljenih radova
Ostale bibliografije
Slični projekti
 Bibliografske baze podataka

Pregled bibliografske jedinice broj: 655321

Poglavlje/Rad u knjizi

Autori: Domović, Vlatka; Vizek Vidović, Vlasta
Naslov: Turning educational research in teacher education policy and practice: mission possible or impossible?
Knjiga: Research, Policy ; and Practice in Teacher Education in Europe
Urednik/ci: Madalinska-Michalak, Joanna ; Niemi, Hannele ; Chong, Silvia
Izdavač: University of Lodz
Grad: Lodz
Godina: 2012
Raspon stranica:: 265-276
Ukupni broj stranica u knjizi:: 375
ISBN: 978-83-7525-809-7
Ključne riječi: teacher professional identity, teacher development and learning tasks, educational learning theory and research
Sažetak:
In the life-long learning perspective the quality of teacher education depends upon factors such as: understanding of professionalism in teaching, recognition of teacher role dimensions and teacher competences, implementation of relevant knowledge on approaches to learning and teaching at different stages of teacher carrier development. The educational researchers can appear as key intermediaries between various stakeholders in teacher education - policy makers, teacher education institutions, state agencies, teacher unions, civil society organisations - in achieving common understanding and consensus upon definition of main goals, learning tasks and outcomes of teacher education. They should have an important role in informing policy makers as well as providers in teacher education on concepts and models of teacher identity and teacher professionalism based on recent theoretical insights and empirical research results. The expertise of educational researchers might be also used as a resource for adjusting teaching approaches and strategies to the learning needs and capacities of learners at different levels of teacher education. Furthermore, educational researchers can contribute to the teacher professional development by inviting teacher practitioners to participate in educational research and empower them to use the research results in order to improve and innovate their own practice. The assumptions regarding the role of educational research in turning research into policy and practice of teacher education by building bridges between policy makers and providers in Croatian teacher education system is explored using as an example the recent project on teacher mentoring.
Projekt / tema: 227-2271168-1700, 100-1001677-0880
Izvorni jezik: ENG
Kategorija: Znanstveni
Znanstvena područja:
Psihologija,Pedagogija
Upisao u CROSBI: Vlatka Domović (vlatka.domovic@ufzg.hr), 18. Stu. 2013. u 17:42 sati



Verzija za printanje   za tiskati


upomoc
foot_4