| 000 | 03018nam a2200349 i 4500 | ||
|---|---|---|---|
| 005 | 20250930135709.0 | ||
| 008 | 140627s2013 enk b 001 0 eng | ||
| 020 |
_a9780415622431 (hardback) _cRM466.40 |
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| 039 | 9 |
_a201410141709 _bzaina _c201410091518 _dros _y06-27-2014 _zros |
|
| 040 |
_aDLC _beng _cDLC _erda _dDLC _dUKM |
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| 090 | _aLB1731.T8445 | ||
| 090 |
_aLB1731 _b.T8445 |
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| 100 | 1 | _aTurvey, Keith. | |
| 245 | 1 | 0 |
_aNarrative ecologies : _bteachers as pedagogical toolmakers / _cKeith Turvey. |
| 264 | 1 |
_aMilton Park, Abingdon, Oxon : _bRoutledge, _c2013. |
|
| 300 |
_a162 pages ; _c24 cm. |
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| 336 |
_atext _2rdacontent |
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| 337 |
_aunmediated _2rdamedia |
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| 338 |
_avolume _2rdacarrier |
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| 504 | _aIncludes bibliographical references (pages [149]-156) and index. | ||
| 520 |
_a'In recent years there has been significant investment by policy makers in the potential of technological tools to transform learning and teaching across a range of professional practitioner groups; education, nursing and social care. There remain, however, outstanding issues concerning the ways educators and professional practitioners harness the potential of technologies to innovate and develop pedagogical practice. With so much attention focusing on technologies themselves, the complexity of what it takes for practitioners to innovate and develop their own pedagogical practice can easily be overlooked.This book promotes a teacher-centred model of professional development and practice; a model that promotes teachers as active agents as they draw upon a range of factors within a narrative ecology framework to inform their development of pedagogical tools. The combination of narrative methodologies with ecological theories offers a much more nuanced view of teachers' professional learning, and Turvey provides an innovative methodological approach to narrative research, supported by an empirical evidence base which crosses educational and socio-cultural contexts. Chapters cover:-Teachers as pedagogical toolmakers-A teacher-centred narrative ecology-Storying teachers' experiences: what can we learn?The narrative ecologies that emerge in this book suggest an incremental process of pedagogical change and development, driven by teachers at the heart of the process. This book will be key reading for postgraduate students and academics focusing on narrative methodologies and aspects of professional learning within contemporary contexts'-- _cProvided by publisher. |
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| 650 | 0 |
_aTeachers _xIn-service training. _961558 |
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| 650 | 0 | _aEducational technology. | |
| 907 |
_a.b15937173 _b2019-11-12 _c2019-11-12 |
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| 942 |
_c01 _n0 _kLB1731.T8445 |
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| 914 | _avtls003563475 | ||
| 990 | _azsz | ||
| 991 | _aFakulti Sains Sosial dan Kemanusiaan | ||
| 998 |
_at _b2014-01-06 _cm _da _feng _genk _y0 _z.b15937173 |
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| 999 |
_c573142 _d573142 |
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