Teacher Professional Collaboration in China: Practices and Issues
نویسندگان
چکیده
منابع مشابه
On Line Collaboration for Building a Teacher Professional Identity
In this paper it is our intention to discuss a Teacher Education proposal that uses an on line asynchronous learning environment to develop collaborative practices and to enhance a professional identity. Using an integrated multi-method approach for analysing the on line discussions of 47 student-teachers, a research group of the University of Padua has explored: a) how different groups of stud...
متن کاملE-Collaboration Issues in Global Trade, Transactions, and Practices
E-collaboration goes beyond ordinary buying and selling activities. It includes information sharing and integration, decision-making, as well as process and resource allocation among people and organizations via the Internet, e-mail, web, video, and wireless devices to achieve optimal productivity and high performance. It promotes international commerce, expands trade, and facilitates financial...
متن کاملThinking together? Teacher autonomy, collaboration and professional development in Turkish lower secondary schools
This paper reports on a PhD research which investigates the concept of teacher autonomy in the context of Turkish lower secondary schools. The study uses the English language teaching profession as a focus. There are two primary aims of this study: to explore the extent to which teachers of English exercise autonomy in relation to teaching and assessment, professional development, school manage...
متن کاملTeacher professional learning and development
The International Academy of Education (IAE) is a not-for-profit scientific association that promotes educational research, and its dissemination and implementation. Founded in 1986, the Academy is dedicated to strengthening the contributions of research, solving critical educational problems throughout the world, and providing better communication among policy makers, researchers, and practiti...
متن کاملProfessional Development and Teacher Change
This article describes a model of teacher change originally presented nearly two decades ago (Guskey, 1986) that began my long and warm friendship with Michael Huberman. The model portrays the temporal sequence of events from professional development experiences to enduring change in teachers’ attitudes and perceptions. Research evidence supporting the model is summarized and the conditions und...
متن کاملذخیره در منابع من
با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید
ژورنال
عنوان ژورنال: Beijing International Review of Education
سال: 2019
ISSN: 2590-2547,2590-2539
DOI: 10.1163/25902547-00101012