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| INTERNATIONAL ENCYCLOPEDIA OF TEACHING AND TEACHER EDUCATION
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To order this title, and for more information, click here
Second Edition
Edited By
L.W. Anderson, University of South Carolina, USA
Included in series
Resources in Education Series, 3
Description
This new Encyclopedia draws upon articles in The International Encyclopedia of Education, 2nd Edition (described by Choice
as being "a premier resource when judged on virtually every criteria applied to a reference work") with revisions as well as
new articles. The purpose of the volume is to provide classroom researchers, teacher educators, and teachers with a sound, reasonable
body of knowledge that can be used to guide their efforts to understand and improve the teaching-learning process. While individual research
studies may yield different results and recommendations the compilation of such studies by experts in the field provide useful guidelines
within which researchers, teacher educators and teachers can operate. The entries in this encyclopedia will provide a body of knowledge
to inform, guide and/or justify their teaching practices. The second edition is divided into two parts: teaching and teacher education.
Part one contains eight sections: the nature and characteristics of teachers, theories and models of teaching, instructional programs
and strategies, teaching skills and techniques, school and classroom factors, students and the teaching-learning process, teaching for
specific objectives, and the study of teaching. Part two contains three sections: concepts and issues in teacher education, generic initial
teacher education, and continuing teacher education.
Audience
For those in university and college departments of education, teacher education institutes, educational research and development establishments, and inservice and continuing education centres.
Contents
Section Headings and Selected Papers.
Part A: Teaching.
Section I: The Nature and Characteristics of Teachers. Teacher
expertise (D.C. Berliner). Teacher stress and burnout (R.L. Schwab). Section II: Theories and Models of Teaching. Paradigms for research
on teaching (R.B. Burns). Heuristic models of teaching (G. Nuthall). Section III: Instructional Programs and Strategies. Open education
(G. Thibadeau). Science laboratory instruction (E. Hazel). Section IV: Teaching Skills and Techniques.
Seating arrangements (N.M. Lambert).
Time: allocated and instructional (L.W. Anderson). Section V: School and Classroom Factors. Frame factors (U. Torper). School culture
and peer groups (J. Hill). Section VI: Students and the Teaching-Learning Process. Cognitive styles and learning (S. Messick). Aspirations
and expectations of students (L.J. Saha). Section VII: Teaching for Specific Objectives. Motor skills: learning and instruction (J.M.M.
Van der Sanden). Metacognitive strategies: teaching and assessing (P.R.-J. Simons). Section VIII: The Study of Teaching. Classroom observation
(M. Galton). Synthesizing research on teaching (M.J. Dunkin).
Part B: Teacher Education.
Section I: Concepts and Issues
in Teacher Education. Curriculum of teacher education programs (M. Ben-Peretz). Teacher education accreditation and standards (J. Raths).
Section II: Generic Initial Teacher Education. Microteaching in teacher education (G. MacLeod). Laboratory and professional development
schools (J.A. Stallings et al.). Section III: Continuing Teacher Education. Teacher recruitment and induction (R. Bolam). Professional
socialization of teachers (C. Lacey).
| Bibliographic details |
Hardbound, 0 pages, publication date: JAN-1996
ISBN-13: 978-0-08-042304-3
ISBN-10: 0-08-042304-3
Imprint: PERGAMON
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Last update: 22 Sep 2009
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