Methodologies of Mediation in Professional Learning CoverThis book critically explores the use of nine recognized methodologies  for the mediation of professional learning in the context of teacher education: The story, the visual text, the case, the video, the simulation, the portfolio, lesson study, action research, and Information and Communication Technologies (ICT). Drawing on  theories of mediation and professional learning, the book establishes connections between theoretical, empirical and practical-based aspects of each  of these methodologies. It consolidates a body of knowledge that offers a holistic portrayal of these methodologies in terms of their purposes (what for), processes (how), and outcomes (what), both distinctively and inclusively.

Each chapter offers four perspectives on each methodology (1) theoretical groundings of the genre (2) research-based evidence on methodologies-as-pedagogies for mediating teacher learning (3) mediation tasks for teacher education as reported in studies and (4) a synthesis of recurrent themes identified from selected books and articles, including a comprehensive list of publications organized by decades.  The last chapter presents  an integrative framework that conceptualizes connections and weak links across the different methodologies of mediation. 

לדף הספר בהוצאה לחצו כאן (בחלון חדש)

the 3rd book's cover image the 2nd book's cover image the book's cover image

International Teacher Education Promising Pedagogies

הסדרה תחת הכותרת: "International Teacher Education: Promising Pedagogies", בעריכת פרופ' לילי אורלנד ברק ופרופ' שריל קרייג, מכילה 3 כרכים בנושאים מגוונים שכתבו מיטב החוקרים הבינלאומיים בתחום הכשרת מורים.

The theory-practice problem manifests itself in education generally and in teacher education specifically. The divide is evident in diverse literatures internationally. The theory-practice split, which is one of many expressions used to describe the phenomenon, cannot be apprehended in a material sense. Instead, it emerges as a perennial problem that educators live through the stories they tell of their lives. This chapter particularly captures the struggle over rigor versus relevance in teacher education. It offers five different categories of pedagogies (teacher leadership, diversity, family, social justice, and technology), which together comprise this volume, International Teacher Education: Promising Pedagogies (Part B). These five pedagogies join five earlier categories of pedagogies (teacher selection, reflection, narrative knowing, teacher identity, and mediation and mentoring), which are found in International Teacher Education: Promising Pedagogies (Part A), and a new lineup of promising teacher education pedagogies that will appear in International Teacher Education: Promising Pedagogies (Part C). In all cases, the featured international pedagogies are not recipes to follow. Rather, they are contextualized artifacts that produce a synergy between teaching and learning and show promise where international transferability is concerned.

לעמוד הספר בהוצאה לאור

Guide-for-the-Perplexed-windows-to-guide-teachersספר "מורה נבוכים: חלונות להנחיית מורים" פותח חלונות אל עולם ההנחיה של מורים מתחילים ושל מורים עולים בשלבי הכניסה למקצוע ההוראה. הוא מאפשר הצצה אל סוגיות בהנחיה, המאפיינות את המעבר מתרבות של לומד לתרבות של מלמד. הספר קושר את ההיבט היישומי עם המחקרי. הוא מציג מסגרת חשיבה כוללנית על המעשה ההנחיה והצעה לתכנית אופרטיבית לעבודת המנחה בשדה. הסוגיות המובאות בספר והדרכים המוצעות להתמודדות עם אירועים שמורים מרבים להיתקל בהם בעבודתם, עשויות לסייע להם לבסס את המקצועיות שלהם ואת תדמיתם כמורים.

רות סטרהובסקי, רחל הרץ - לזרוביץ , לילי אורלנד ברק
מכון מופ"ת

learning-to-mentor-as-praxisThe concept of mentoring has undergone a major shift from guide/guided or instructor/protégé arrangements toward more reciprocal, collaborative models. Informed by a robust theoretical framework and real-life examples of successful and ineffective interactions, Learning to Mentor-as-Praxis analyzes in compelling detail how belief systems, ideologies, and values affect the mentoring relationship, why they are critical factors in todays multicultural landscape, and how they can be used in the training of the next generation of mentors. In this proactive framework, learning to mentor is less a process of acquiring discrete skills and more the gaining of an interrelated set of competencies. At the same time, the book emphasizes the evolution of professional developmentpre-service, in-service, and higher educationby focusing on these areas:Sociocultural and contextual aspects of mentoringLiterature review: acts and agency in mentoring: Appreciation, participation, and improvisation.

Lily Orland Barak

Teachers Learning in Communities: International PerspectivesTeachers Learning in Communities is about teacher educators by those brave enough to make their professional learning public. The authors reveal the complexities of their participation in school/university partnerships and their relationships with teachers. Here practice informs theory, greatly expanding our knowledge and understanding of these important communities. Ann Lieberman, Senior Scholar at the Carnegie Foundation for the Advancement of Teaching. Teachers Learning in Communities is full of exciting success stories about rare and exotic teacher education episodes played out on the margins of the convention-bound large-scale teacher education enterprise. The chapter authors are earnest but sometimes ambivalent parolees from the frustrating drudgery of traditional labor-intensive, top-down teacher education programs. Their stories are implicitly critical of approaches to teacher preparation judged to be out of touch with the realities of contemporary public education, whether in Norway or Israel, England or the USA, Sweden or the Netherlands. From the Epilogue Teachers in the Margins by Christopher M. Clark, University of Delaware, USA

לדף הספר באתר אמזון לחצו כאן (בחלון חדש)

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