The 37 teachers coming from diverse cultural contexts share how they became expert teachers; their expectations for every student when they enter their classroom; how they view and encourage teacher-parent partnerships; and what skills and knowledge important for expert teaching.
The 37 teachers coming from diverse cultural contexts share how they became expert teachers; their expectations for every student when they enter their classroom; how they view and encourage teacher-parent partnerships; and what skills and knowledge important for expert teaching.
Shane N. Phillipson has worked at Monash University (Australia) for 10 years and previously at the (now) Education University of Hong Kong. To date, he has over 100 research publications, focusing primarily on conceptions of giftedness, underachievement and effective pedagogy for gifted students. His work crosses over into initial teacher education and how parents can support their children's academic achievement. Shane is married to the co-author of this book and together enjoy a happy professional and personal life. Outside of research, Shane likes blues music and running. Sivanes Phillipson is Dean International and Professor of Education at the Faculty of Health, Arts and Design, Swinburne University of Technology. She is the Routledge Editor for Evolving Families, a series that focuses on issues, challenges and empirical best practices surrounding evolving families that impact upon their survival, development and outcomes. Sivanes has over 100 publications including books, peer-reviewed journal articles, conference papers and book chapters. She has seven published books focusing on teacher education and parent engagement with the latest three books published with Routledge, and they are Early Childhood Education and Care in the 21st Century vols I-III (2018-2020, Routledge).
Inhaltsangabe
1. Making sense of teacher expertise 2. Introducing expert teachers: Their contexts and challenges 3. Balancing expectations in motivating student learning 4. The link between student intelligence, thinking and learning 5. Constructing knowledge and student learning 6. Teaching students, not subjects: How expert teachers plan and implement successful learning 7. The professional learning of expert teachers 8. Pathways to teaching expertise 9. 'I'm not starting until five different people say one good thing'
1. Making sense of teacher expertise 2. Introducing expert teachers: Their contexts and challenges 3. Balancing expectations in motivating student learning 4. The link between student intelligence, thinking and learning 5. Constructing knowledge and student learning 6. Teaching students, not subjects: How expert teachers plan and implement successful learning 7. The professional learning of expert teachers 8. Pathways to teaching expertise 9. 'I'm not starting until five different people say one good thing'
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