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This volume looks at the role of the teacher in the classroom, the dilemmas they face, what it means to be a professional in this context and the wider professional role of
This book demonstrates how a professional learning community can increase teacher growth and student achievement. The authors provide detailed examples along with innovation maps to help school leaders implement the eight key
This text provides a discussion of the meaning of teacher professionalism and how it can be improved. Distinguishing between six different models of meaning of professionalism, it takes an international perspective in
Concentrates on the more theoretical aspects of the Higher Level Teaching Assistant role: professionalism, relationships, statutory frameworks and knowing your limits. It offers guidance and support on fulfilling the standards and succeeding
Provides an account of developments and brings together arguments and debates about both groups of teachers to challenge some beliefs. Focusing on aspects of teachers' professionalism, the author considers what 'professionalism' may
Over the past twenty years the International Study Association on Teachers and Teaching (ISATT) has become world-renowned as an organisation dedicated to the discussion of current thinking in educational policy and practice.
A thought-provoking textbook written for students enrolled in graduate Higher Education and Student Affairs Masters and PhD programs, College Organization and Professional Development focuses on the framing of critical issues in organization
This work argues that the lack of agreed theory of teaching is one of the most important and yet intractable problems facing education. Questions of training and assessment currently take place according
This volume analyzes different types of knowledge and know-how used by practising professionals in their work and how these different kinds of knowledge are acquired by a combination of learning from books,
This text explores implicit learning and tacit knowledge as they manifest themselves in the practice of six knowledge-intensive professions, and considers the implications of a tacit-knowledge approach for increasing the instructional and
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