Curriculum Studies Worldwide

Subjectivity and Culture in Curriculum Reform
2014. Auflage 2015
ISBN: 978-1-137-38239-9
Verlag: Palgrave MacMillan Us

Buch, Englisch, 266 Seiten, Format (B × H): 140 mm x 216 mm, Gewicht: 4483 g

Reihe: Curriculum Studies Worldwide

This is the first investigation of the roles of autobiography in teacher education to be informed by concepts and examples from China, Europe, and North and South America. Unique and timely, this volume addresses multiple movements of teacher education reform worldwide.

Zielgruppe

Research

Autoren/Hrsg.

Pinar, W.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
• Interdisziplinäres Wissenschaften Wissenschaft und Gesellschaft | Kulturwissenschaften Kulturwissenschaften

Inhaltsverzeichnis

Introduction; William F. Pinar 1. On Teacher Development; Zhang Hua 2. New Challenges of Teacher Development in China; Zhong Qiquan 3. Curriculum and Teaching in Recent Policies in Brazil; Elizabeth Macedo 4. Philosophy for Children in China: Teacher Knowledge and Teacher Development; Gao Zhenyu 5. Autobiography, Intellectual Topographies, and Teacher Development; Nicholas Ng-A-Fook 6. Teachers Professional Development in China; Chen Yuting 7. Technologizing Teacher Development?; Qian Xuyang 8. Without Experience Is Teacher Development Possible?; William F. Pinar 9. Meaning-Making of Chinese Teachers in the Curriculum Reform; Chen Xiangming Epilogue: Teachers as Moral Intellectuals; Zhang Hua

Über Autor(innen)

Zhong Qiquan, East China Normal University, China
Daniel Tröhler, University of Luxembourg, Luxembourg
Ou Yung-Sheng, Taiwan Shoufu Normal University, Taiwan
Janet L. Miller, Teachers College, Columbia University, USA
Nicholas Ng-A-Fook, Ottawa University, Canada
Zhang, Wenjun, Zhejiang University, China
Peng Zheng-mei, East China Normal University, China
Chen Yuting, Institute of Educational Science, Tianjin, China
Elizabeth Macedo, University of the State of Rio de Janeiro, Brazil
Chen Xiangming, Beijing University, China
Qian Xu-yang, Hangzhou Normal University, China
Rong Tingwei, Hangzhou Normal University, China