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Teachers and Teaching: Global Practices, Challenges, and Prospects
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Editors: Lori A. Caudle (College of Education and Allied Professions, Department of Human Services, Birth-Kindergarten Program, Cullowhee, NC , US)
Book Description:
This book chronicles global issues, related practices, and future prospects in teaching and teacher education. The chapters include comprehensive discussions of literature, research, and visions for education that are applicable around the world. This book evidences how each challenge leads to opportunities for positive change. Several of the chapters highlight characteristics of high-quality, ongoing professional development that is based on the day-to-day experiences of pre-/in-service teachers. This method to teacher education has been shown to contribute to the development of new knowledge and practice in meaningful and sustainable ways. This book also discusses school improvement, and specifically the need to revamp typical approaches to support an integrated model of education, thus improving the overall well-being of students and teachers. In an era of high stakes and accountability, how teachers handle the excessive demands of teaching and remain grounded in their practice is influenced by their beliefs, sense of competence, and individual use of coping strategies. Further, the environments of schools and educational centers substantially impact teachers’ well-being. Some of the chapters in this book explore these concepts in profound ways. With increased globalization, identifying research-based strategies designed for foreign language teaching, and how students learn best is also warranted. Several chapters in this book describe considerations that must be made when approaching foreign language teaching and learning. As evidenced in the contributions to this book, educators and administrators should carefully consider the implications of worldwide research when contemplating educational reform, whether it be at the individual classroom or district-wide level. Overall, this book demonstrates how strong connections between theory and practice support a practical, educated, and concerted approach to challenges that emerge in teaching and learning contexts. (Nova)


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Table of Contents:
Preface

Acknowledgments

Chapter 1. Is In-Service Teacher Training Useful? Applying the Transfer of Learning Factors Model in Mexican Schools (pp. 1-24)
(Carla Quesada-Pallarès, Anna Ciraso-Calí, Edith Mariana Rebollar-Sánchez and Miren Fernández-de-Álava)

Chapter 2. Examining Personalized Professional Development and Its Influence on Teacher Knowledge, Teaching Practices, and Reading Comprehension Instruction in the Upper Elementary Grades (pp. 25-48)
(Sarah Clark)

Chapter 3. Teachers’ Views on the New Teaching, Learning, and Assessment Methodologies (pp. 49-62)
(Tebogo Mogashoa)

Chapter 4. Field Experience in the Mirror of Partnership: Insights from a Personal-Professional Journey (pp. 63-82)
(Bilha Bashan)

Chapter 5. Partnerships to Support Student Teacher Learning during Practicum (pp. 83-102)
(Lyn McDonald)

Chapter 6. Practices and Challenges in an Undergraduate Teachers’ Course: Modeling-Based Learning and Peer Assessment in Science (pp. 103-126)
(Pantelitsa Karnaou, Olia E. Tsivitanidou, Michalis Livitziis, Christiana. Th. Nicolaou and Costas P. Constantinou)

Chapter 7. An Analysis of the Development of a School-Based Curriculum (pp. 127-138)
(Yuan-Chuan Cheng and Yin-Che Chen)

Chapter 8. Positive Education: Theory, Practice, and Challenges (pp. 139-156)
(Rose Pennington, Alexander Seeshing Yeung, Anthony Dillon and Toni Noble)

Chapter 9. Implementation of the Beghetto-Kaufman-Baer Approach to Creativity and the Four-C Developmental Trajectory in Common Core Foreign Language Classrooms (pp. 157-174)
(Mohammad Ali Salmani Nodoushan)

Chapter 10. The Ways Non-Native Foreign Language Teachers Enhance Creative Language Learning (pp. 175-194)
(Krzysztof Polok)

Chapter 11. Teaching Listening: Meta-Synthesis of Research in Theoretical Conceptions and Practices from 2000 to 2017 (pp. 195-214)
(Chiew Hong)

Chapter 12. Learners with Sensory Integration Disorders in English Foreign Language Lessons (pp. 215-228)
(Izabela Bieńkowska)

Chapter 13. Attitudes Towards Communicative Language Teaching and Perceptions of Its Implementation Difficulties: Which One Determines Language Teachers’ Teaching Style? (pp. 229-252)
(Mehrak Rahimi and Farhad Naderi)

Chapter 14. Professional Identity Development of Teachers: Does a Safe Environment Help or Hinder? (pp. 253-268)
(Sarah Turner and James Moran)

Chapter 15. Supporting Teachers’ Sense of Competence: Effects of Perceived Challenges and Coping Strategies (pp. 269-290)
(Manuela Keller-Schneider, Alexander Seeshing Yeung and Hua Flora Zhong)

About the Editor (pp. 291-292)

Index (pp. 293)

Total Pages: 296

   Series:
      Education in a Competitive and Globalizing World
   Binding: Hardcover
   Pub. Date: 2018 - April
   ISBN: 978-1-53613-452-0
   Status: AV
  
Status Code Description
AN Announcing
FM Formatting
PP Page Proofs
FP Final Production
EP Editorial Production
PR At Prepress
AP At Press
AV Available
  
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01.Peter Singer’s Ethics: A Critical Appraisal
02.Sexism: Past, Present and Future Perspectives
03.Body and Politics: Elite Disability Sport in China
04.Childhood and Adolescence: Tribute to Emanuel Chigier, 1928-2017
05.Renal Replacement Therapy: Controversies and Future Trends
06.Food-Drug Interactions: Pharmacokinetics, Prevention and Potential Side Effects
07.Terrorism and Violence in Islamic History and Theological Responses to the Arguments of Terrorists
08.International Event Management: Bridging the Gap between Theory and Practice
09.The Sino-Indian Border War and the Foreign Policies of China and India (1950-1965)
10.Tsunamis: Detection, Risk Assessment and Crisis Management
11.Sediment Watch: Monitoring, Ecological Risk Assessment and Environmental Management
12.Self-Regulated Learners: Strategies, Performance, and Individual Differences

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Teachers and Teaching: Global Practices, Challenges, and Prospects