Peer-Group Mentoring for Teacher Development introduces and contextualises for an international audience, a new model for teachers' professional development; Peer Group Mentoring, (PGM). It is based on the constructivist view of learning, the idea of shared expertise, and the 'Model of Integrative Pedagogy' which emphasises the integration of different forms of expert knowledge in professional development.
Peer-Group Mentoring for Teacher Development introduces and contextualises for an international audience, a new model for teachers' professional development; Peer Group Mentoring, (PGM). It is based on the constructivist view of learning, the idea of shared expertise, and the 'Model of Integrative Pedagogy' which emphasises the integration of different forms of expert knowledge in professional development.
Hannu L. T. Heikkinen is a Senior Researcher at the Finnish Institute for Educational Research, University of Jyväskylä, Finland, and Adjunct Professor at the University of Tampere, Finland, and at Charles Sturt University, Australia. Hannu Jokinen is a researcher at the Finnish Institute for Educational Research, University of Jyväskylä, Finland. Päivi Tynjälä is Professor in research on teaching and learning in higher education, at the Finnish Institute of the University of Jyväskylä, , Finland.
Inhaltsangabe
1. Teacher Education and Development as Lifelong and Lifewide Learning 2. Peer-Group Mentoring and the Culture of Teacher Education in Finland 3. The First Years as a Teacher 4. Mentoring as Sustainable School Development 5. Individual and Social Meanings of Mentoring 6. Diverse Landscapes of Mentoring 7. Peer-group Mentoring in the Context of Transforming Local Administration 8. Multiprofessional Mentoring Groups in Vocational School 9. Experiences of PGM in Homogeneous and Heterogeneous Groups 10. Diversity of Mentoring 11. Group as a Context for Peer-Group Mentoring 12. Keys to Success 13. Lessons Learnt from Peer-Group Mentoring Experiments 14. Future Perspectives: Peer-Group Mentoring and International Practices of Teacher Development
1. Teacher Education and Development as Lifelong and Lifewide Learning 2. Peer-Group Mentoring and the Culture of Teacher Education in Finland 3. The First Years as a Teacher 4. Mentoring as Sustainable School Development 5. Individual and Social Meanings of Mentoring 6. Diverse Landscapes of Mentoring 7. Peer-group Mentoring in the Context of Transforming Local Administration 8. Multiprofessional Mentoring Groups in Vocational School 9. Experiences of PGM in Homogeneous and Heterogeneous Groups 10. Diversity of Mentoring 11. Group as a Context for Peer-Group Mentoring 12. Keys to Success 13. Lessons Learnt from Peer-Group Mentoring Experiments 14. Future Perspectives: Peer-Group Mentoring and International Practices of Teacher Development
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