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Teacher Education in Globalised Times: Local Responses in Action
Study Abroad Programs: Are They an Effective Tool for Developing a Social Justice Standpoint for Preservice Teachers?
other
Author(s):
Marcelle Cacciattolo
,
Catherine Lang
,
Gillian Kidman
Publication date
(Online):
May 13 2020
Publisher:
Springer Singapore
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Developing Data Infrastructures
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THE TRANSFORMATIVE POWER OF THE INTERNATIONAL SOJOURN
Lorraine L. Brown
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The Philosophy and Practice of Interpretivist Research in Entrepreneurship
Frances Hill
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Claire M. Leitch
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Preparing Globally Competent Teachers: A New Imperative for Teacher Education
Yong Zhao
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Publication date (Print):
2020
Publication date (Online):
May 13 2020
Pages
: 75-92
DOI:
10.1007/978-981-15-4124-7_5
SO-VID:
6fc8125b-dadd-4340-9652-bf1a53f6f6f4
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Book chapters
pp. 1
‘Third Wave’ Politics in Teacher Education: Moving Beyond Binaries
pp. 23
Primary Specialisation in Australian Education: Pre-service Teachers’ Lived Experiences
pp. 41
The Interplay Between Technology and Teaching and Learning: Meeting Local Needs and Global Challenges
pp. 53
Internationalisation of NZ Tertiary Education: Supporting International Students’ Adjustments to Learner-Centred Education
pp. 75
Study Abroad Programs: Are They an Effective Tool for Developing a Social Justice Standpoint for Preservice Teachers?
pp. 93
The Emotional Work of Being an Assessor: A Reflective Writing Analytics Inquiry into Digital Self-assessment
pp. 115
Responding to Teacher Quality Through an Evidence-Informed Wellbeing Framework for Initial Teacher Education
pp. 139
Pre-service Teacher Perceptions of LANTITE: Complexity Theory in Action?
pp. 159
Discourses of Quality in Australian Teacher Education: Critical Policy Analysis of a Government Inquiry into the Status of the Profession
pp. 179
Teacher Education and the International Baccalaureate: Where Is the Evidence?
pp. 199
Pūrākau-ā-iwi and Te Tiriti o Waitangi: Reshaping Teacher Identities, Practices and Positioning in the Context of Globalisation
pp. 219
Responding to Superdiversity Whilst Upholding Te Tiriti O Waitangi: Challenges for Early Childhood Teacher Education in Aotearoa New Zealand
pp. 239
“I Think That’s My Job”: What Motivates Teachers to Partner with Teacher Educators in ITE?
pp. 261
Learning by Doing: The Challenge of Aligning Theory and Practice in School-Based, Post-graduate, Teacher Education Programmes
pp. 273
Graduate Perspectives of Work Integrated Learning in Fully Online Initial Teacher Education: A Global Imperative
pp. 295
‘Birds of a Feather Flock Together!’: Rural Teacher Recruitment Policy and Retention in and for Hard-to-Staff Ugandan Schools
pp. 311
Teacher Professional Development, the Knowledge-Rich School Project and the Curriculum Design Coherence Model
pp. 331
Reflecting on Japanese Teacher Education by Looking Globally at Teacher Education Through a Policy Learning Lens
pp. 349
Upgrading Professional Learning Communities to Enhance Teachers’ Epistemic Reflexivity About Self-regulated Learning
pp. 367
TEMAG Reforms, Teacher Education and the Respatialising Effects of Global-Local Knowledge Politics
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