图书简介

Agency in Teacher Education; Applying Disability Critical Race Theory (DisCrit) in the Practice of Teacher Education in the United States; Art-Informed Pedagogies in the Preparation of Teachers; Blended Learning in Teacher Education; Bourdieu and Education; Community-based Experiential Learning in Teacher Education; Community-Engaged Teacher Preparation; Complexity Theory and Teacher Education; Conceptions and Models of Teacher Education; Concepts of Care in Teacher Education; Core Reflection Approach in Teacher Education; ’Crisis’ in Teacher Education, The; Critical Media Literacy in Teacher Education, Theory, and Practice; Culturally Responsive Classroom Management; Culturally Responsive Pedagogy in Teacher Education; Deleuze and Guattari and Teacher Education; Early Childhood Teacher Education in Global Perspective; Educating Teachers for High-Poverty Schools; Education and Activism; Emotion and Teacher Education; Ethnographic Inquiry in Teacher Education; Exploration of Evolving Approaches to Teacher Identity Revealed in Literature on Teaching from 2010 to 2018, An; Gender and Sexual Diversity in Teacher Education; Global Orientations, Local Challenges, and Promises in Initial Teacher Education; Globalization, Digital Technology, and Teacher Education in the United States; Heuristic Inquiry in Teacher Education; Impact of Educational Neoliberalism on Teachers in Singapore, The; Indigenous Australian Studies, Indigenist Standpoint Pedagogy, and Student Resistance; Indigenous Teacher Education in Canada and Aotearoa New Zealand; Influence of Pedagogical Entrepreneurship in Teacher Education, The; Influence of Teacher Education on Teacher Beliefs, The; Inquiry-Based Learning and its Enhancement of the Practice of Teaching; John Dewey and Teacher Education; Learner Engagement in Teacher Education; Longitudinal Study of Teachers; Mentoring in Teacher Education, The Role of; Online Networks in Teacher Education; Performance-Based Assessment in Preparing Teachers; Postcolonial Theory in Teacher Education; Preparing Assessment-Literate Teachers; Preparing Pre-service Teachers for Rural Schools; Preparing Teachers for Collaborative Classrooms; Professional Experience for International Students within the Australian Teacher Education Context; Professionalizing Teacher Education Accountability; Real-Time Coaching for Pre-Service Teachers; Research on Racism in Teacher Education in the United States; Reviews of Teachers’ Beliefs; School Based Pre-service (Initial) Teacher Training Programs in the United States of America and the United Kingdom; School-Based Professional Development Programs for Beginning Teachers; Simple and Complex Views of Teacher Development; Simulation as a Strategy in Teacher Education; Spiritual Development and Preparation of Teachers; Standards and Benchmarks in Teacher Training Programs; Status of Teachers, The; Status, Content, and Evaluation of Lesson Study in Japan on Teacher Professional Development; Systemic Functional Linguistics in Teacher Education; Teacher Education and Inclusion in the Asia-Pacific Region; Teacher Education and Inclusivity; Teacher Education and Lesson Study; Teacher Education and Refugee Students; Teacher Education and the Global Impact of Teach For All; Teacher Education and Whiteness and Whiteness in Teacher Education in the United States; Teacher Education for Bi/Multilingual Students; Teacher Education for Cultural and Linguistic Diversity in the United States; Teacher Education in Australia; Teacher Education in Finland and Future Directions; Teacher Education in Germany; Teacher Education in Mexico; Teacher Education in New Zealand; Teacher Education in Russia; Teacher Education in Singapore; Teacher Education Reform in the Asia-Pacific Region; Teacher Education Research; Teacher Identity Research and Development; Teacher Leadership and Professionality; Teacher Preparation for Physical Education in an Increasingly Sedentary World in Singapore; Teacher Quality in Singapore; Teacher Research in Teacher Education; Teacher Training for the Transformation of Schools and Communities; Teachers’ Knowledge for the Digital Age; Theories of Generative Change in Teacher Education; Transforming Teacher Education in South Africa; Translanguaging in Educating Teachers of Language-Minoritized Students; Trauma-Informed Practice for Pre-service Teachers; Well-being and the Preparation of Teachers

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