Teachers as Learners (Registro nro. 205954)

MARC details
000 -LÍDER
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001 - NÚMERO DE CONTROL
control field u378074
003 - IDENTIFICADOR DEL NÚMERO DE CONTROL
control field SIRSI
005 - FECHA Y HORA DE LA ULTIMA TRANSACCIÓN
control field 20160812084535.0
007 - CAMPO FIJO DE DESCRIPCIÓN FIJA--INFORMACIÓN GENERAL
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008 - ELEMENTOS DE LONGITUD FIJA -- INFORMACIÓN GENERAL
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020 ## - NÚMERO INTERNACIONAL NORMALIZADO PARA LIBROS
International Standard Book Number 9789048196760
-- 978-90-481-9676-0
040 ## - FUENTE DE CATALOGACIÓN
Transcribing agency MX-MeUAM
050 #4 - SIGNATURA TOPOGRÁFICA DE LA BIBLIOTECA DEL CONGRESO
Classification number LB1024.2-1050.75
050 #4 - SIGNATURA TOPOGRÁFICA DE LA BIBLIOTECA DEL CONGRESO
Classification number LB1705-2286
082 04 - NÚMERO DE CLASIFICACIÓN DECIMAL DEWEY
Classification number 370.711
Edition number 23
100 1# - ASIENTO PRINCIPAL--NOMBRE PERSONAL
Personal name Kwo, Ora.
Relator term editor.
245 10 - MENCIÓN DE TITULO
Title Teachers as Learners
Medium [recurso electrónico] :
Remainder of title Critical Discourse on Challenges and Opportunities /
Statement of responsibility, etc. edited by Ora Kwo.
264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE
Place of production, publication, distribution, manufacture Dordrecht :
Name of producer, publisher, distributor, manufacturer Springer Netherlands,
Date of production, publication, distribution, manufacture, or copyright notice 2010.
300 ## - DESCRIPCIÓN FÍSICA
Extent XIV, 350 p.
Other physical details online resource.
336 ## - CONTENT TYPE
Content type term text
Content type code txt
Source rdacontent
337 ## - MEDIA TYPE
Media type term computer
Media type code c
Source rdamedia
338 ## - CARRIER TYPE
Carrier type term online resource
Carrier type code cr
Source rdacarrier
347 ## - DIGITAL FILE CHARACTERISTICS
File type text file
Encoding format PDF
Source rda
490 1# - MENCIÓN DE SERIE
Series statement CERC Studies in Comparative Education ;
Volume/sequential designation 26
505 0# - NOTA DE CONTENIDO
Formatted contents note Research Stances on Learning and Teaching -- Research and Teacher Learning: Taking an Inquiry Stance -- Telling Stories: Understanding Teachers’ Identity in a Context of Curriculum Innovation -- Understanding Korean Children’s L2 Dialogue Journals: Towards a Model of Creative Apprenticeship for Integrating Teaching and Learning -- Teaching about Indigenous Forms of Knowledge: Insights from Non-Indigenous Teachers of Visual Arts Education in New Zealand -- Initial Teacher Education -- Mediating Inquiry: Using Videos of Exemplary Teaching in Pre-Service Teacher Education -- Working and Learning Under Pressure: Reflexivity on Teacher Experience and Development -- From SET to STELT: Seeking the Meaning of Learning as a Community for Curriculum Development -- Continuing Professional Development -- Lost in Translation: Mentors Learning to Participate in Competing Discourses of Practice -- The Role of the Headteacher in Teachers’ Continuing Professional Development -- Mentoring as a Key Strategy in the Development of a Community of Reflective Practitioners in Tertiary Education -- Policy Concerns for the Teaching Profession -- Lessons on Reform: A Story of Teaching as Lived Practice * -- Professional Standards: A Context for Teachers as Learners in Victorian Schools -- Professional Education for Teachers: Lessons from Other Professions -- Conclusion -- Teachers as Learners: A Moral Commitment.
520 ## - NOTA DE RESUMEN, ETC.
Summary, etc. In movements of educational reform across the world, educators are forging new roles, identities and relationships. Leadership is of course vital, but needs to be rooted in a capacity for learning. This volume responds to some of the tensions and paradoxes typically associated with educational reform, presenting a critical discourse on teachers as learners. Contributing authors highlight a range of culturally related challenges that teachers should not face in isolation. Sustainable teachers’ learning ideally requires a collective engagement to turn challenges into opportunities in the quest for meaningful professional development. This book offers a vision of a new relationship among educational workers as a joint force of learners in a cross-boundary endeavour aimed at a renewed moral commitment to education. Ora KWO is an Associate Professor in the Faculty of Education at the University of Hong Kong. As a university academic who has been involved in teacher education for three decades, she specialises in research on professional development and on the processes of learning to teach. In 1997 she was awarded a University Teaching Fellowship by the University of Hong Kong in recognition of her excellence in teaching. Since then, her research interests have extended to the quality of teaching and learning in higher education, and to the building of learning communities. In 1999-2000 she held a Universitas 21 Fellowship at the University of British Columbia in Vancouver. Since 2001, she has been an Honorary Professor at Hangzhou Normal University in China, where she initiated the building of a learning community under the theme, Teachers and Teacher Educators in Action Learning” (TATEAL). CERC Studies in Comparative Education (For complete publications list and other details, see inside pages) Other books published by CERC include: Carol K.K. Chan & Nirmala Rao (eds.) (2009): Revisiting The Chinese Learner: Changing Contexts, Changing Education. ISBN 978-962-8093-16-8. · Donald B. Holsinger & W. James Jacob (eds.) (2008): Inequality in Education: Comparative and International Perspectives. ISBN 978-962-8093-14-4. · Nancy Law, Willem J Pelgrum & Tjeerd Plomp (eds.) (2008): Pedagogy and ICT Use in Schools around the World: Findings from the IEA SITES 2006 Study. ISBN 978-962-8093-65-6. · David L. Grossman, Wing On Lee & Kerry J. Kennedy (eds.) (2008): Citizenship Curriculum in Asia and the Pacific. ISBN 978-962-8093-69-4. · David A. Watkins & John B. Biggs (eds.) (2001, reprinted 2009): Teaching the Chinese Learner: Psychological and Pedagogical Perspectives. ISBN 978-962-8093-72-4. · David A. Watkins & John B. Biggs (eds.) (1996, reprinted 1999): The Chinese Learner: Cultural, Psychological and Contextual Influences. ISBN 978-0-86431-182-5. Order through bookstores or from: Comparative Education Research Centre Faculty of Education, The University of Hong Kong Pokfulam Road, Hong Kong, China. Fax: (852) 2517 4737 E-mail: cerc@hkusub.hku.hk Website: www.hku.hk/cerc
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650 #0 - ASIENTO SECUNDARIO DE MATERIA - TERMINO TEMÁTICO
Topical term or geographic name as entry element Education.
650 14 - ASIENTO SECUNDARIO DE MATERIA - TERMINO TEMÁTICO
Topical term or geographic name as entry element Education.
650 24 - ASIENTO SECUNDARIO DE MATERIA - TERMINO TEMÁTICO
Topical term or geographic name as entry element Teaching and Teacher Education.
650 24 - ASIENTO SECUNDARIO DE MATERIA - TERMINO TEMÁTICO
Topical term or geographic name as entry element Learning & Instruction.
650 24 - ASIENTO SECUNDARIO DE MATERIA - TERMINO TEMÁTICO
Topical term or geographic name as entry element Educational Policy and Politics.
710 2# - ASIENTO SECUNDARIO - NOMBRE CORPORATIVO
Corporate name or jurisdiction name as entry element SpringerLink (Online service)
773 0# - HOST ITEM ENTRY
Title Springer eBooks
776 08 - ADDITIONAL PHYSICAL FORM ENTRY
Relationship information Printed edition:
International Standard Book Number 9789048196753
830 #0 - ASIENTO SECUNDARIO DE SERIE--TITULO UNIFORME
Uniform title CERC Studies in Comparative Education ;
Volume number/sequential designation 26
856 40 - LOCALIZACIÓN Y ACCESO ELECTRÓNICOS
Public note Libro electrónico
Uniform Resource Identifier <a href="http://148.231.10.114:2048/login?url=http://link.springer.com/book/10.1007/978-90-481-9676-0">http://148.231.10.114:2048/login?url=http://link.springer.com/book/10.1007/978-90-481-9676-0</a>
942 ## - TIPO DE MATERIAL (KOHA)
Koha item type Libro Electrónico
Existencias
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    Colección de Libros Electrónicos Biblioteca Electrónica Biblioteca Electrónica     LB1024.2 -1050.75 378074-2001 12/08/2016 1 Libro Electrónico

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