Teacher training Books
Information Age Publishing Curriculum and Teaching Dialogue Volume 25,
Book Synopsis
£79.95
Information Age Publishing Instructor Competencies: The Standards, Fourth
Book SynopsisInstructor competencies, offered as professional development frameworks, identify the knowledge, skills, and attitudes that enable effective instruction. A 2021 version of Instructor Competencies is now available from The International Board for Standards, Training, Performance and Instruction (IBSTPI). These 2021 standards, appropriate for instructors and trainers in all settings, are based on well-established instructional principles that are flexible enough to allow for adjustments to new understandings in the science of teaching and learning, the integration of best practices, and adaptability to emerging tools and technology. With this update of IBSTPI's 2004 Instructor Competencies, the framework now includes four domains of performance, 19 competencies, 150 performance statements and these three conditions defining instructors' work: core, blended, and online.
£48.45
Information Age Publishing Instructor Competencies: The Standards, Fourth
Book SynopsisInstructor competencies, offered as professional development frameworks, identify the knowledge, skills, and attitudes that enable effective instruction. A 2021 version of Instructor Competencies is now available from The International Board for Standards, Training, Performance and Instruction (IBSTPI). These 2021 standards, appropriate for instructors and trainers in all settings, are based on well-established instructional principles that are flexible enough to allow for adjustments to new understandings in the science of teaching and learning, the integration of best practices, and adaptability to emerging tools and technology. With this update of IBSTPI's 2004 Instructor Competencies, the framework now includes four domains of performance, 19 competencies, 150 performance statements and these three conditions defining instructors' work: core, blended, and online.
£86.70
Information Age Publishing Learning to Teach: Primer on Teacher Education
Book SynopsisThis primer is about learning how to teach. As its name suggests, it provides a basic introduction to what is involved in becoming an effective, efficient, and efficacious educator. The targeted audiences are (a) preservice teachers (PST) (i.e., nonprofessional student teachers enrolled in a university Bachelor of Education degree), (b) early-career (novice) inservice teachers (c) or any educator for that matter who wants to build or bolster their essential foundation for teaching. The primer is unabashedly oriented to a synthesis of the technical (how-to) aspects of teaching because without prowess in these skills, even the most dedicated and committed teacher may not be effective and efficient let alone efficacious. Although teaching is both a science and an art, this primer is about the science of teaching. Other books focus on teaching as inquiry, thinking educators, reflective educators, and the sociocultural/political aspects of teaching.The book adopts a before-during-after class approach. It addresses how to (a) prepare lessons before a class (learning styles, learning objectives, lesson planning, and learning environments); (b) deliver lessons during a class (instructional strategies, questioning strategies, and classroom management); and (c) evaluate learning after the class (student assessment and evaluation strategies, and teacher self-reflection). This basic tool kit is further underscored with details about the larger constructs of (d) developing courses, modules, and units from which daily lessons emerge. Higher level notions of (e) educational philosophies, (f) curriculum theories and (g) curriculum development approaches are also included to illustrate how they, as the educational context, shape teachers' pedagogies.
£45.60
Information Age Publishing Learning to Teach: Primer on Teacher Education
Book SynopsisThis primer is about learning how to teach. As its name suggests, it provides a basic introduction to what is involved in becoming an effective, efficient, and efficacious educator. The targeted audiences are (a) preservice teachers (PST) (i.e., nonprofessional student teachers enrolled in a university Bachelor of Education degree), (b) early-career (novice) inservice teachers (c) or any educator for that matter who wants to build or bolster their essential foundation for teaching. The primer is unabashedly oriented to a synthesis of the technical (how-to) aspects of teaching because without prowess in these skills, even the most dedicated and committed teacher may not be effective and efficient let alone efficacious. Although teaching is both a science and an art, this primer is about the science of teaching. Other books focus on teaching as inquiry, thinking educators, reflective educators, and the sociocultural/political aspects of teaching.The book adopts a before-during-after class approach. It addresses how to (a) prepare lessons before a class (learning styles, learning objectives, lesson planning, and learning environments); (b) deliver lessons during a class (instructional strategies, questioning strategies, and classroom management); and (c) evaluate learning after the class (student assessment and evaluation strategies, and teacher self-reflection). This basic tool kit is further underscored with details about the larger constructs of (d) developing courses, modules, and units from which daily lessons emerge. Higher level notions of (e) educational philosophies, (f) curriculum theories and (g) curriculum development approaches are also included to illustrate how they, as the educational context, shape teachers' pedagogies.
£81.60
Information Age Publishing Faculty Learning Communities
Book Synopsis
£60.65
Information Age Publishing Faculty Peer Coaching in Higher Education:
Book SynopsisPeer Coaching is a collaborative, reciprocal practice where faculty members observe, reflect, and improve their instructional practices with the goal of improved learning for all students. This edited book includes chapters describing faculty peer coaching initiatives in universities world-wide. Section one includes chapters that give an overview of what faculty peer coaching is and what the benefits of faculty peer coaching can be. The second section of the book explores the theoretical and practical implications of engaging in faculty peer coaching and the trust and vulnerability that comes along with opening up your instructional practices to a colleague. Section three of the book includes several examples of peer coaching initiatives across various disciplines in higher education settings. Section four situates peer coaching in the broader institutional framework. This book is a must for leaders of faculty development initiatives, directors and staff from teaching%learning centers, department chairs, faculty, graduate students, deans, student services staff, chief academic officers, and educational consultants.
£62.40
Information Age Publishing Faculty Peer Coaching in Higher Education:
Book SynopsisPeer Coaching is a collaborative, reciprocal practice where faculty members observe, reflect, and improve their instructional practices with the goal of improved learning for all students. This edited book includes chapters describing faculty peer coaching initiatives in universities world-wide. Section one includes chapters that give an overview of what faculty peer coaching is and what the benefits of faculty peer coaching can be. The second section of the book explores the theoretical and practical implications of engaging in faculty peer coaching and the trust and vulnerability that comes along with opening up your instructional practices to a colleague. Section three of the book includes several examples of peer coaching initiatives across various disciplines in higher education settings. Section four situates peer coaching in the broader institutional framework. This book is a must for leaders of faculty development initiatives, directors and staff from teaching%learning centers, department chairs, faculty, graduate students, deans, student services staff, chief academic officers, and educational consultants.
£101.70
Information Age Publishing Pathways Into Teacher Education: Profiles of
Book SynopsisTeacher educator learning has received increasing attention in recent decades. Although the professional development needs of teacher educators has become more visible, the spaces where teacher educators learn to teach teachers is less clear. How do teacher educators learn? What do they learn? And where does this learning take place? This edited volume provides answers these questions through an unpacking of the programs, courses, and professional learning spaces in which beginning teacher educators learn.In this edited volume, chapters provide profiles, or "cases," of the spaces in which beginning university-based teacher educators are prepared. University based teacher educator learning occurs in a range of settings. As highlighted in this volume, such learning spaces include doctoral program concentrations or minors focused on the development of teacher educator identity and practice; individual doctoral courses dedicated to teacher education; formalized program experiences that assist in the preparation of teacher educators; and mentoring or critical friendship collaborations through which doctoral students learn about teacher education with peers or from experienced teacher educators.
£51.30
Information Age Publishing Pathways Into Teacher Education: Profiles of
Book SynopsisTeacher educator learning has received increasing attention in recent decades. Although the professional development needs of teacher educators has become more visible, the spaces where teacher educators learn to teach teachers is less clear. How do teacher educators learn? What do they learn? And where does this learning take place? This edited volume provides answers these questions through an unpacking of the programs, courses, and professional learning spaces in which beginning teacher educators learn.In this edited volume, chapters provide profiles, or "cases," of the spaces in which beginning university-based teacher educators are prepared. University based teacher educator learning occurs in a range of settings. As highlighted in this volume, such learning spaces include doctoral program concentrations or minors focused on the development of teacher educator identity and practice; individual doctoral courses dedicated to teacher education; formalized program experiences that assist in the preparation of teacher educators; and mentoring or critical friendship collaborations through which doctoral students learn about teacher education with peers or from experienced teacher educators.
£91.80
Information Age Publishing Teaching Human Development for Educators
Book SynopsisIn an age where the quality of teacher education programs has never been more important, educators need a fundamental understanding of human growth, development, and change at different ages and stages across the life span. The present volume draws upon the latest research to help teacher preparation instructors select and convey essential content on human development. Such efforts serve to prepare education professionals to work with infants, children, adolescents, and adults across diverse educational settings.The chapters included in this volume summarize empirical research that supports the teaching of human development as it applies to PreK-12 and postsecondary settings, describe instructional practices used in college courses that are effective for teaching teachers-in-training about human development, and provide a systematic discussion of issues that influence the teaching of human development theories, research, and classroom applications.The contributing authors are accomplished educational and developmental psychologists that have years of experience in teacher preparation. Their respective chapters provide insights into the challenges that teachers-in-training confront in learning about human growth and development and how novice teachers can apply knowledge of human development in their professional practice.
£48.45
Information Age Publishing Teaching Human Development for Educators
Book SynopsisIn an age where the quality of teacher education programs has never been more important, educators need a fundamental understanding of human growth, development, and change at different ages and stages across the life span. The present volume draws upon the latest research to help teacher preparation instructors select and convey essential content on human development. Such efforts serve to prepare education professionals to work with infants, children, adolescents, and adults across diverse educational settings.The chapters included in this volume summarize empirical research that supports the teaching of human development as it applies to PreK-12 and postsecondary settings, describe instructional practices used in college courses that are effective for teaching teachers-in-training about human development, and provide a systematic discussion of issues that influence the teaching of human development theories, research, and classroom applications.The contributing authors are accomplished educational and developmental psychologists that have years of experience in teacher preparation. Their respective chapters provide insights into the challenges that teachers-in-training confront in learning about human growth and development and how novice teachers can apply knowledge of human development in their professional practice.
£86.70
Information Age Publishing Mentoring for Wellbeing: An Interdisciplinary
Book SynopsisThis volume of the Perspectives on Mentoring Series explores the role of mentoring in promoting wellbeing of both mentees or prote ge s and mentors in K-12 school settings. At its core, mentoring is about helping, advising, supporting, and guiding mentees and prote ge s to gain a wide variety of skills, abilities, and/or attributes. Another outcome of mentoring, less often discussed, is the positive impact it can have on the mental health and wellbeing of both the mentor and mentee. Of particular interest for this edited volume is how mentoring can promote mental health, build resilience, and develop capacity to maintain and sustain emotional, psychological, and social wellbeing for all in the K-12 school settings. The notion of wellbeing, in general, includes both hedonic aspects of feeling good (positive emotions) and eudemonic (conducive to happiness) aspects of living well that entail experiences of positive relationships, meaningfulness in life and work, senses of mastery and personal growth, autonomy, and achievement.This edited volume expands and adds to the existing literature on mentoring in schools, by offering a collection of works that examine the connection between mentorship and wellbeing. This volume includes chapters that describe effective mentoring for wellbeing, detail positive approaches to mentoring youth, offer recommendations for growing the wellbeing of pre-service teachers, early career teachers, and mid-late career teachers, illustrate approaches to growing a community of educators through mentoring and developing teacher leaders as agents of change and facilitators of wellbeing, and discuss studies and models for nurturing and promoting wellbeing among and through school leaders in national and international settings. Through these chapters, authors advocate for greater attention to how to support and nurture wellbeing as central to mentorship efforts in K-12 school settings.Trade ReviewMentoring for Wellbeing in Schools shines light on wellbeing in studies of mentoring in K–12 education. This collection provides researchers, practitioners, and policymakers alike with a rich array of wellbeing in mentoring relationships—not as an add-on feature of mentorship but rather an essential aspect of mentors' support and role. As demonstrated from various perspectives, a culture of wellbeing in schools has multiple benefits for people and organizational cultures, including teacher and leader preparation. Readers, especially those concerned with the flourishing of schools in a pandemic world, will walk away better prepared to make mentoring work."" — Carol A. Mullen, Virginia Tech""Effectively marshalled by Kutsyuruba and Kochan, respected international authorities on mentoring, the authors provide a wealth of examples and guidance on much-needed means of promoting wellbeing and human flourishing in schools. Given the vast number of threats and impediments to the wellbeing of students, trainee teachers, established teachers, and principals worldwide, this work is extremely timely. Arguably, it should be compulsory reading for school principals, mentors, teacher educators, mentor trainers, education researchers in these spaces, and – perhaps more importantly – anyone who holds public office and makes or has the capacity to influence decisions which impact the work of school teachers and principals."" — Andrew J. Hobson, University of Brighton, UK
£54.15
Information Age Publishing Mentoring for Wellbeing: An Interdisciplinary
Book SynopsisThis volume of the Perspectives on Mentoring Series explores the role of mentoring in promoting wellbeing of both mentees or prote ge s and mentors in K-12 school settings. At its core, mentoring is about helping, advising, supporting, and guiding mentees and prote ge s to gain a wide variety of skills, abilities, and/or attributes. Another outcome of mentoring, less often discussed, is the positive impact it can have on the mental health and wellbeing of both the mentor and mentee. Of particular interest for this edited volume is how mentoring can promote mental health, build resilience, and develop capacity to maintain and sustain emotional, psychological, and social wellbeing for all in the K-12 school settings. The notion of wellbeing, in general, includes both hedonic aspects of feeling good (positive emotions) and eudemonic (conducive to happiness) aspects of living well that entail experiences of positive relationships, meaningfulness in life and work, senses of mastery and personal growth, autonomy, and achievement.This edited volume expands and adds to the existing literature on mentoring in schools, by offering a collection of works that examine the connection between mentorship and wellbeing. This volume includes chapters that describe effective mentoring for wellbeing, detail positive approaches to mentoring youth, offer recommendations for growing the wellbeing of pre-service teachers, early career teachers, and mid-late career teachers, illustrate approaches to growing a community of educators through mentoring and developing teacher leaders as agents of change and facilitators of wellbeing, and discuss studies and models for nurturing and promoting wellbeing among and through school leaders in national and international settings. Through these chapters, authors advocate for greater attention to how to support and nurture wellbeing as central to mentorship efforts in K-12 school settings.Trade ReviewMentoring for Wellbeing in Schools shines light on wellbeing in studies of mentoring in K–12 education. This collection provides researchers, practitioners, and policymakers alike with a rich array of wellbeing in mentoring relationships—not as an add-on feature of mentorship but rather an essential aspect of mentors' support and role. As demonstrated from various perspectives, a culture of wellbeing in schools has multiple benefits for people and organizational cultures, including teacher and leader preparation. Readers, especially those concerned with the flourishing of schools in a pandemic world, will walk away better prepared to make mentoring work."" — Carol A. Mullen, Virginia Tech""Effectively marshalled by Kutsyuruba and Kochan, respected international authorities on mentoring, the authors provide a wealth of examples and guidance on much-needed means of promoting wellbeing and human flourishing in schools. Given the vast number of threats and impediments to the wellbeing of students, trainee teachers, established teachers, and principals worldwide, this work is extremely timely. Arguably, it should be compulsory reading for school principals, mentors, teacher educators, mentor trainers, education researchers in these spaces, and – perhaps more importantly – anyone who holds public office and makes or has the capacity to influence decisions which impact the work of school teachers and principals."" — Andrew J. Hobson, University of Brighton, UK
£91.80
Information Age Publishing The AMTE Handbook of Mathematics Teacher
Book Synopsis
£57.46
Information Age Publishing The AMTE Handbook of Mathematics Teacher
Book Synopsis
£83.95
Information Age Publishing BoundarySpanning in SchoolUniversity Partnerships
Book Synopsis
£88.37
Taylor & Francis Professional Development in Online Teaching and Learning in Technical Communication
a huge range and FREE tracked UK delivery on ALL orders.
£128.25
Taylor & Francis Ltd Mentoring Science Teachers in the Secondary School A Practical Guide Mentoring Trainee and Newly Qualified Teachers
a huge range and FREE tracked UK delivery on ALL orders.
£128.25
Taylor & Francis The Active Teacher
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£104.50
Taylor & Francis Crisis Austerity and New Frameworks for Teaching and Learning
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£128.25
Taylor & Francis How to find success as a Criminal Justice faculty member
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£28.99
Taylor & Francis Neoliberalism and Environmental Education
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£42.99
Taylor & Francis Exploring Teacher Recruitment and Retention
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£39.99
Taylor & Francis Research on Becoming an English Teacher Through Lacans Looking Glass Routledge Research in Teacher Education
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£128.25
Taylor & Francis Ltd Pedagogical Equilibrium
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£128.25
Taylor & Francis Ltd Design Research in Social Studies Education Critical Lessons from an Emerging Field
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£128.25
Taylor & Francis Inspiring Primary Learners Insights and Inspiration Across the Curriculum
a huge range and FREE tracked UK delivery on ALL orders.
£128.25
Taylor & Francis Inspiring Primary Learners
Book SynopsisInspiring Primary Learners offers trainee and qualified teachers high-quality case studies of outstanding practice in contemporary classrooms across the country. Expert authors unravel and reveal the theory and evidence that underpins lessons, helping you make connections with your own practice and understand what âexcellentâ looks like, within each context, and how it is achieved. Illustrated throughout with interviews, photos, and examples of childrenâs work, it covers a range of primary subjects and key topics including creating displays, outdoor learning, and developing a reading for pleasure culture. The voice of the practitioner is evident throughout as teachers share their own experience, difficulties, and solutions to ensure that children are inspired by their learning.Written in two parts, the first exemplifies examples of practice for each National Curriculum subject, whilst the second focuses on the wider curriculum and explores issues pertinent to the primary classroom, highlighting important discussions on topics such as: Reading for pleasure Writing for pleasure Creating a dynamic and responsive curriculum Creating inspiring displays Outdoor learning Pedagogy for imagination Relationships and Sex Education This key text shows how, even within the contested space of education, practitioners can inspire their primary learners through teaching with passion and purpose for the empowerment of the children in their class. For all new teachers, it provides advice and ideas for effective and engaging learning experiences across the curriculum.Table of ContentsPart 1: The primary curriculum 1. Empowering communication through speaking, reading and writing 2. A Teaching for Mastery Approach – Primary Mathematics 3. Science: Children as inventors 4. How ‘messiness’ in Design and Technology can inspire creative teaching and learning 5. Putting the human back into the Humanities 6. Painting a Canvas of Creativity 7. Music: Composing, Performing, Listening and Structuring (all without fear) 8. Physical Education and Health Education 9. Computational thinking and technology enhanced learning (TEL): the power of computing in the primary classroom. 10. Inspiración y oportunidad: purpose and strategies for teaching Modern Foreign Languages in the primary classroom 11. Religious Education – a creative freedom to teach innovatively Part 2: Wider issues and debates 12. Relationships and Sex Education 13. Reading for Pleasure 14. Writing for Pleasure 15. Creating a Dynamic and Responsive Curriculum 16. Creating inspiring displays 17. Outdoor learning 18. Pedagogy for imagination
£28.99
Taylor & Francis JusticeOriented Literacy Coaching Toward Transformative Teaching
a huge range and FREE tracked UK delivery on ALL orders.
£128.25
Taylor & Francis Ltd Politics Professionals and Practitioners
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£42.99
Taylor & Francis Ltd Affect Embodiment and Place in Critical Literacy Assembling Theory and Practice Routledge Research in Education
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£142.50
Taylor & Francis Ltd Motivating Students to Learn
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£128.25
Taylor & Francis Ltd Motivating Students to Learn
Book SynopsisWritten specifically for teachers in training, Motivating Students to Learn offers a wealth of research-based principles on student motivation for use in the classroom. Positioning the teacher as the decisive motivator, the book is grounded in the realities of contemporary schools, curriculum goals, and peer dynamics. Twelve rich chapters offer extrinsic and intrinsic approaches to guide daily practice, guidelines for adapting to group and individual differences, and ways to reach discouraged or disaffected students. This revised fifth edition features new instructional strategies, summaries of effective interventions, chapters on family/cultural diversity and teacher motivation, and more.Table of Contents1. Introduction to Motivation to Learn 2. What Is It That I Want to Do? Classroom Goals 3. What Am I Supposed to Do? Extrinsic Goals and Incentives 4. Is This Important and Enjoyable to Do? Intrinsic Motivation and Values 5. Is This Important and Enjoyable To Do? Making Learning Attractive and Interesting 6. Can I Do It? What Causes Success and Failure? Beliefs about Ability, Causality, and Control 7. Does Anybody Care? Relationships and Classroom Community 8. Stimulating Students’ Motivation to Learn 9. Motivational Challenges: Strategies for Working with Alienated and Discouraged Students 10. The Role of Family and Culture in Motivation to Learn 11. Motivation to Teach 12. Looking Back and Ahead: Integrating Motivational Goals into Your Planning and Teaching
£63.64
Taylor & Francis Teacher Professional Knowledge and Development for Reflective and Inclusive Practices
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£42.99
Taylor & Francis Ltd Teaching Gifted Learners in STEM Subjects
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£42.99
Taylor & Francis Ltd Teachers and Young Researchers in Action Working Together to Transform Practice
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£128.25
Taylor & Francis Teachers and Young Researchers in Action Working Together to Transform Practice
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£26.99
Taylor & Francis Racial Battle Fatigue in Faculty Perspectives and Lessons from Higher Education Diverse Faculty in the Academy
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£114.00
Taylor & Francis Ltd Multidisciplinary Perspectives on Teacher Evaluation Understanding the Research and Theory
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£128.25
Taylor & Francis Improving the Pedagogy of Islamic Religious Education in Secondary Schools The Role of Critical Religious Education and Variation Theory Routledge Research in Religion and Education
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£128.25
Taylor & Francis Ltd Data Culture and the Organisation of Teachers Work
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£128.25
Taylor & Francis The Effectiveness of Mathematics Teaching in Primary Schools Lessons from England and China Routledge Research in International and Comparative Education
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£42.99
Taylor & Francis Multilingual Approaches for Teaching and Learning From Acknowledging to Capitalising on Multilingualism in European Mainstream Education Routledge Research in Language Education
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£128.25
Taylor & Francis Learning to Teach History in the Secondary School
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£128.25
Taylor & Francis A Practical Guide to Teaching Physical Education in the Secondary School Routledge Teaching Guides
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£128.25
Taylor & Francis Ltd An Introduction to Teaching in UK Higher Education A Guide for International and Transnational Teachers Key Guides for Effective Teaching in Higher Education
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£128.25
Taylor & Francis Ltd Working with the Anthropological Theory of the
Book SynopsisThis book presents the main research veins developed within the framework of the Anthropological Theory of the Didactic (ATD), a paradigm that originated in French didactics of mathematics. While a great number of publications on ATD are available in French and Spanish, Working with the Anthropological Theory of the Didactic in Mathematics Education is the first directed at English-speaking international audiences. Written and edited by leading researchers in ATD, the book covers all aspects of ATD theory and practice, including teaching applications. The chapters feature the most relevant and recent investigations presented at the 6th international conference on the ATD, offering a unique opportunity for an international audience interested in the study of mathematics teaching and learning to keep in touch with advances in educational research. The book is divided into four sections and the contributions explore key topics such as: The core coTable of ContentsForeword Introduction Glossary Part 1: Unity in Diversity: ATD at Work Chapter 1. What kind of results can be rationally justified in didactics? Chapter 2. Research on ATD outside mathematics Part 2: Praxeological and Didactic Analysis Chapter 3. Praxeologies to be taught and praxeologies for teaching: a delicate frontier Chapter 4. Developments and functionalities in the praxeological model Chapter 5. Research on negative numbers in school algebra Chapter 6. The potential of reference epistemological models. The case of elementary differential calculus Part 3: Questioning the World Chapter 7. The Second Spanish Republic and the Project Method. A view from the ATD Chapter 8. The ecology of study and research paths in upper secondary school: the cases of Denmark and Japan Chapter 9. The need for new teaching praxeologies in the paradigm of questioning the world Part 4: ATD and the Teaching Profession Chapter 10. The studying of teachers' mathematical and didactic praxeologies as a tool for teacher education Chapter 11. The education of prospective early childhood teachers within the paradigm of questioning the world Chapter 12. The education of school and university teachers within the paradigm of questioning the world Chapter 13. On the contributions of the ATD to the teaching profession
£35.14
