International perspectives on knowledge and quality : implications for innovation in teacher education policy and practice / edited by Brian Hudson, Niklas Gericke, Christina Olin-Scheller and Martin Stolare.

Contributor(s):

Material type: Text

TextSeries: Reinventing Teacher EducationPublisher: London [England] : Bloomsbury Academic, 2022Distributor: London [England] : Bloomsbury Publishing, 2021Edition: First editionDescription: 1 online resourceContent type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

9781350178434

Subject(s):

Genre/Form:

Electronic books.

Additional physical formats: Print version:: No titleDDC classification:

370.711 23

LOC classification:

LB1707 .I57 2022eb

Online resources:

Abstract with links to full text

Also published in print.

Contents:

Powerful Professional Knowledge and Innovation in Teacher Education Policy and Practice -- Reinventing Subject Teaching in Integrated Teacher Education Programs in Norway -- Teacher Education and History Teachers' Powerful Professional Knowledge -- Embedding Epistemic Quality in the Pedagogy of Student Geography Teachers -- Epistemic Literacy as an Aim for Religious Education and Implications for Teacher Education -- Investigating Literature as Knowledge in School English -- Transforming Circular Economy Principles into Teachers' Powerful Professional Knowledge -- Teachers as Curriculum Makers for School Mathematics of High Epistemic Quality -- Establishing Links to Specialised Knowledge in Social Studies Teaching -- Supporting Teachers' Professional Development in Social Studies Education -- From a Personal to a Pedagogically Powerful Understanding of School Mathematics -- Implications of Powerful Professional Knowledge for Innovation in Teacher Education Policy and Practice.

Summary: "Drawing together an international author team from Australia, Finland, France, Germany, Norway, Sweden and the UK, this book examines how we might democratize and open up access to 'knowledge of the powerful' for all. This book moves beyond the narrow knowledge vs skills debate of the 20th century to interrogate the epistemic quality of education in schools, and is a valuable resource for reflecting on the design and implementation of teacher education. Based on a range of national studies by the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), the chapters explore teachers' powerful professional knowledge and the implications this has for innovation in teacher education, policy and practice in educational settings"

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Abstract freely available; full-text restricted to individual document purchasers.

"Drawing together an international author team from Australia, Finland, France, Germany, Norway, Sweden and the UK, this book examines how we might democratize and open up access to 'knowledge of the powerful' for all. This book moves beyond the narrow knowledge vs skills debate of the 20th century to interrogate the epistemic quality of education in schools, and is a valuable resource for reflecting on the design and implementation of teacher education. Based on a range of national studies by the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), the chapters explore teachers' powerful professional knowledge and the implications this has for innovation in teacher education, policy and practice in educational settings"

Also published in print.

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NLU Meghalaya Library

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International perspectives on knowledge and quality : implications for innovation in teacher education policy and practice / edited by Brian Hudson, Niklas Gericke, Christina Olin-Scheller and Martin Stolare.